When we step into the classroom—most likely a secondary school in my case—we’ll be teaching a generation of students who have never known a world without the internet. This is fascinating to me because I grew up straddling the pre- and post-internet divide. While I experienced a childhood without it, my teenage years were shaped by its emergence. This dual perspective gives me an appreciation for how transformative the internet has been and how it has influenced the way we interact with information.

It’s fair to assume that today’s students will already be highly digitally literate in the sense of being fluent with technology. They know how to navigate apps, create content, and find information quickly. But what they often lack are the critical thinking skills needed to analyze and evaluate the information they encounter. That’s where our teaching comes in.

One of the most important skills we can foster in our students is skepticism—not blind cynicism or contrarianism, but a healthy level of questioning. Essentially, if something seems too good (or too outrageous) to be true, it probably is. Our goal should be to create an environment where students feel empowered to challenge the information they see, dig deeper, and form opinions based on verified facts rather than flashy headlines.

This brings us to the modern problem of fake news. We live in an era where sensationalist headlines are often all people read before forming opinions. The substance of the article—the actual truth—can get overlooked entirely. Compounding this problem is the relentless pace of the news cycle. By the time someone has the chance to critically evaluate a story, it’s already been drowned out by the next headline, leaving little room for reflection or deeper understanding.

To address this, I’d propose a lesson idea called “Vet Your Net.” Students would select a news article and critically evaluate its credibility. They’d investigate the source, analyze the article’s claims, and search for corroborating evidence from reliable sources. This activity would teach students how to identify red flags, such as bias, lack of citations, or emotional manipulation.

For added engagement, the lesson could include a segment on conspiracy theories. Students could choose a popular theory and investigate its claims, evaluating whether the evidence supports or debunks the theory—or whether it’s simply “plausible.” Not only would this be a fun way to develop their critical thinking, but it would also show them how easily misinformation can spread when claims aren’t properly vetted.

Ultimately, fostering these skills is about helping students navigate a world saturated with information. By teaching them how to think critically, evaluate sources, and question what they see online, we prepare them to be thoughtful, informed citizens.

Rob