Analyzing 27 course syllabi from the USA, Canada, Europe, and Turkey, this research examines how universities teach the subject of information disorders. The findings reveal that current education often reduces the problem to a lack of individual “media literacy,” largely overlooking the economic and algorithmic structures of digital platforms. Rather than focusing solely on individual verification skills in the fight against disinformation, the study proposes a multi-layered “ecological model” that centers on law, sociology, and the political economy of technology platforms. Check out our publication to explore these structural gaps in university curricula and our proposed new approach.
