Learning about fake news through design thinking

Addressing disinformation among primary and secondary students requires innovative educational approaches that foster critical digital citizenship. This paper presents an intervention in two Barcelona schools designed to develop critical thinking through design thinking, games, and simulation. Three workshops were implemented, integrating content on fake news with co-creation dynamics, gamification, and prototype production (cards, scenarios, emojis). Employing a qualitative methodology based on participant observation and student-generated material analysis, the results indicate that this approach enhances critical reflection, active participation, and conceptual appropriation regarding disinformation. Furthermore, games and collaborative design acted as effective catalysts for learning when paired with pedagogical dialogue. Ultimately, this study demonstrates the potential of game-based, participatory strategies for digital literacy in formal school settings.