Integrating infodemiology principles into public health curricula: a qualitative exploration of emerging educational needs

Background: The rapid expansion of digital information ecosystems has intensified the spread of health-related misinformation and disinformation, contributing to public mistrust and adverse health outcomes. Infodemiology, defined as the study of how information spreads and influences health behaviors, has emerged as a critical domain for public health practice. Despite its growing relevance, infodemiology remains inconsistently defined and is not systematically integrated into Master of Public Health (MPH) curricula. This study explores how infodemiology principles are currently taught and identifies opportunities to strengthen their integration into public health education. Methods: = 16 participants representing 13 institutions across the United States). Participants were recruited through ASPPH networks based on involvement in health communication, health behavior or related teaching areas. Focus groups were conducted between August and October 2025, recorded, transcribed, and analyzed using line-by-line coding. A total of 24 codes were synthesized into six overarching themes through cross-group thematic analysis. Results: Although infodemiology is rarely explicitly labeled within MPH curricula, its core principles-such as media literacy, misinformation and disinformation analysis, audience engagement, and trust-building-are widely embedded across MPH coursework. Six themes emerged: (1) infodemiology as a cross-cutting and interdisciplinary domain; (2) widespread but implicit integration within existing teaching practices; (3) structural and organizational constraints, including limited curricular space and competing priorities; (4) increasing importance of technology, digital platforms, and analytic skills; (5) gaps in applied, workforce-ready training; and (6) the influence of sociopolitical contexts on instructional approaches. Participants emphasized the need for clearer conceptual framing, alignment with accreditation competencies, faculty development, and flexible, modular instructional resources to support integration. Discussion: Infodemiology represents a critical framework for modernizing public health education and strengthening workforce preparedness. Its integration into MPH curricula does not require entirely new structures but rather intentional alignment with existing competencies and expansion of applied learning opportunities. Embedding infodemiology principles within MPH curricula can better equip future public health professionals to navigate complex information environments and respond effectively to misinformation in practice.