An examination of the impact of continuing education on media literacy and fake news detection in Potiskum Local Government Area, Yobe State
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- NGN 5000
Background of the Study
Continuing education has emerged as a pivotal tool in enhancing media literacy, especially as digital misinformation proliferates in communities like Potiskum Local Government Area, Yobe State. In recent years, the rapid expansion of digital media has led to an increased prevalence of fake news, which significantly undermines public trust and exacerbates political polarization (Adams, 2023; Kumar, 2024). Continuing education programs provide opportunities for lifelong learning that extend beyond formal schooling, enabling individuals to critically analyze media content and distinguish fact from fiction (Owen, 2023). These programs are particularly relevant in areas where access to reliable information is limited and where digital literacy is essential for civic engagement. The integration of media literacy into continuing education curricula is designed to empower community members by enhancing their ability to navigate the complex digital information landscape (Li, 2024). Recent studies have demonstrated that structured training in media literacy can lead to improved detection of fake news and a reduced susceptibility to misinformation (Garcia, 2024). However, challenges such as low participation rates, limited access to digital tools, and rapidly evolving misinformation tactics continue to hinder the effectiveness of these programs. Educational interventions that are context-specific and culturally relevant are necessary to address these challenges effectively. By focusing on practical skills, such as fact-checking, source verification, and critical analysis, continuing education initiatives can help mitigate the adverse effects of fake news. Additionally, the involvement of community stakeholders in program design enhances the relevance and impact of educational content. The dynamic interplay between technology, media, and public discourse necessitates continuous updates to educational materials and teaching methods (Singh, 2023). The current study seeks to explore how continuing education impacts media literacy and fake news detection among residents of Potiskum, with the aim of identifying best practices and areas for improvement. The research draws on recent empirical evidence and theoretical frameworks in digital literacy to provide comprehensive insights into how education can counteract the spread of misinformation. In doing so, it contributes to the broader discourse on media accountability and the role of education in sustaining democratic values (Martinez, 2025; Thompson, 2024).
Statement of the Problem
Despite increased digital connectivity, residents of Potiskum Local Government Area continue to face significant challenges in media literacy, resulting in the widespread dissemination and acceptance of fake news. Continuing education programs designed to enhance media literacy have been implemented; however, their effectiveness in improving fake news detection remains questionable (Adams, 2023). There is a noticeable gap between the intended outcomes of these programs and the actual skills acquired by participants. The curriculum, while comprehensive in theory, often fails to keep pace with the rapid evolution of digital misinformation tactics. Furthermore, limited access to digital tools and inconsistent participation due to socio-economic constraints further diminish the impact of these educational interventions (Kumar, 2024). The persistent circulation of fake news undermines public trust in media and hampers informed decision-making, thereby posing a threat to democratic processes (Owen, 2023). The current educational strategies have not been sufficiently evaluated to determine whether they effectively equip participants with the necessary critical thinking skills for media analysis. This disconnect between program design and real-world challenges highlights the need for a systematic investigation into the factors that inhibit the success of continuing education in this area. By examining the specific barriers to media literacy, the study aims to provide evidence-based recommendations for optimizing educational interventions. The research seeks to answer whether the current curriculum, delivery methods, and resource allocations are adequate to meet the evolving demands of digital media environments. Addressing these concerns is essential to ensure that continuing education programs can effectively combat the spread of fake news and foster a more discerning public (Li, 2024).
Objectives of the Study
• To assess the impact of continuing education on enhancing media literacy among community members in Potiskum Local Government Area.
• To evaluate the effectiveness of these programs in improving fake news detection skills.
• To provide recommendations for optimizing continuing education curricula to address digital misinformation.
Research Questions
• What is the impact of continuing education on media literacy in Potiskum Local Government Area?
• How effective are current continuing education programs in enhancing fake news detection skills?
• What improvements can be made to these programs to better address the challenges of digital misinformation?
Research Hypotheses
• H1: Continuing education significantly enhances media literacy among participants.
• H2: Improved media literacy is associated with higher fake news detection abilities.
• H3: Tailored continuing education programs result in greater effectiveness in combating misinformation.
Significance of the Study
This study is significant as it investigates the transformative role of continuing education in fostering media literacy and mitigating the spread of fake news in Potiskum Local Government Area. The research provides insights into the effectiveness of current educational interventions and offers practical recommendations to improve digital literacy. By empowering community members with critical media evaluation skills, the study contributes to creating a more informed and resilient society, essential for sustaining democratic values and transparency (Garcia, 2024; Singh, 2023).
Scope and Limitations of the Study
This study is limited to examining the impact of continuing education on media literacy and fake news detection in Potiskum Local Government Area, Yobe State. It focuses solely on the continuing education programs implemented in the region and does not extend to other educational initiatives or regions.
Definitions of Terms
• Continuing Education: Lifelong learning programs that extend beyond traditional schooling, aimed at skill enhancement and personal development.
• Media Literacy: The ability to access, analyze, evaluate, and create media in various forms.
• Fake News Detection: The process of identifying and verifying the authenticity of information disseminated through digital platforms.
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