Students and Fake News: Exploring Digital Literacy and Information Security Among Young Adults

Abstract

In the digital age, the rapid spread of fake news, disinformation, and hoaxes poses significant challenges, particularly among young adults who are highly engaged with digital media. This study aims to explore the relationship between digital literacy and information security practices among university students in Indonesia, aged 18–19, in the context of misinformation and digital threats. A qualitative approach was employed using open-ended questionnaires to gather insights into students' experiences and strategies for handling online misinformation, securing personal data, and verifying information. Data analysis was conducted using thematic analysis, identifying key themes related to media verification, awareness of digital threats, and personal privacy management. Out of 120 respondents, 78% reported encountering fake news on social media platforms such as Instagram and TikTok at least once a week, while only 42% consistently verified the information before sharing it. Moreover, 65% admitted to having shared unverified content at least once, often driven by emotional reactions or peer influence. In terms of data security, 58% stated they used two-factor authentication, but only 37% regularly updated their passwords or reviewed privacy settings. The findings reveal that most students are aware of the importance of verifying information and safeguarding personal data, but the application of these practices varies. For instance, while 84% recognized misinformation as a major online threat, only 46% could accurately identify fake accounts or manipulated images. The rapid spread of hoaxes is often facilitated by emotional impulses, social media algorithms, and a lack of digital literacy. The study emphasizes the need for more comprehensive digital literacy education, including the integration of digital security into university curricula and creative campaigns to enhance students’ ability to identify and respond to misinformation. These recommendations are supported by the finding that students who received formal digital literacy training (about 28% of participants) demonstrated 35% higher verification accuracy compared to those without prior training. The results suggest that fostering a culture of verification and privacy protection is crucial for equipping students to navigate the complexities of the digital landscape effectively and securely.