Trust of Pre-Service Teachers in Government Response to Gen AI Generated Deepfakes

This study examined the perceptions of pre-service teachers regarding the Spanish government’s response to the misuse of generative artificial intelligence (generative AI) for creating disinformation, as well as the mitigation of risks associated with deepfakes produced using these digital tools. A quantitative methodology was employed, involving 133 pre-service teachers pursuing a Primary Education degree in the Region of Murcia (Spain) who participated voluntarily. The results revealed low levels of confidence in the government’s response to these online threats. However, a minority of participants expressed greater confidence in the government and focused more on the risk of generative AI being misused to amplify manipulative disinformation campaigns. Raising awareness about the link between pre-service teachers’ knowledge of this issue and the government’s response could prompt educational authorities to take action and establish boundaries regarding the weaponisation potential of deepfakes. Specifically, further research within higher education programs is needed to help students master digital citizenship competencies that enable them to identify tactics of digital political manipulation, evaluate the motivations underlying the sources, and adopt preventive tracking mechanisms to rebuild the trust in authentic political information digitally accessible.