The rapid rise of generative artificial intelligence (GenAI) models in recent years has turned various visual media elements, often difficult to distinguish from reality, into prominent components of fake news. Although media literacy is widely regarded as a crucial skill for identifying misinformation, no study to date has examined its relationship with the detection of AI-driven fake news. This study aims to explore the relationship between preservice social studies teachers’ news media literacy levels and their competence in identifying GenAI-driven fake news. Employing a correlational survey design within quantitative research methods, the study found that preservice teachers’ overall news media literacy levels had an almost neutral and statistically nonsignificant correlation with their competence in detecting AI-driven fake news. Moreover, their media literacy levels did not significantly differ according to their competence in identifying such content. These findings suggest that the rapid rise of GenAI challenges the role traditionally attributed to media literacy in determining the accuracy of news. At this point, it is recommended that media literacy education integrate content addressing the detection of AI-generated fake news. In addition, social studies courses offered from early educational stages may be positioned as an essential context for delivering such instruction.
Okan Yeti̇şensoy (Sun,) studied this question.
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