Dealing with controversial and complex geographical issues means facing the challenge of fake news (Warf, 2021). A well-known example is fake news about climate change (Kresin et al., 2024). Therefore, it's crucial to promote specific skills for dealing with fake news in geography education. Given the abundance of information available online, students need to know how to differentiate between credible and unreliable information (Dumitru, 2020; Pilgrim & Vasinda, 2021). Therefore, students need to be given the opportunity to practice dealing with false information as early as primary school (Hampf, 2023).

To better understand the current state of research on how primary school students identify fake news, a systematic literature review was conducted (Lämmer & Ohl, 2024). The review reveals a significant variation in children’s ability to recognise fake news, with reported success rates ranging from 7 to 88 per cent (Dumitru, 2020; Einav et al., 2020; Loos et al., 2018; Paul et al., 2019; Pilgrim et al., 2019). Many studies emphasise the importance of equipping students with a systematic approach to handling authentic and realistic fake news. In particular, training that focuses on understanding the intention and purpose behind information verification is frequently identified as a critical factor in fostering evaluative skills (Metzger et al., 2015).

The review highlights several gaps, one of which is particularly significant: there is a lack of studies that specifically examine evaluative abilities using an authentic fake news topic and investigate the particularly relevant evaluation skills in connection with fake news (Lämmer & Ohl, 2024).

The planned study aims to explore how primary school pupils in Germany identify and evaluate fake news related to climate change. In particular, it will examine their decision-making criteria, the factors that influence them and their perceptions of both climate change and fake news. The quantitative study by Gelerstein et al. (2016) will be used as a foundation, with a qualitative approach to explore evaluation skills as part of critical thinking in relation to the assessment of climate change-related fake news. The planned study will be presented in the following. At the conference, the poster will outline the Design of a Qualitative Interview Study to Assess Evaluation Skills in Relation to Climate Change Fake News.

The planned study employs a qualitative approach, using problem-centred interviews to explore how Year 4 pupils in Bavaria, Germany recognise and evaluate fake news about climate change. The method was chosen to gain in-depth insights into children's evaluation strategies, decision-making criteria, and underlying conceptual understanding. Impulse materials, designed to simulate authentic scenarios involving climate change fake news, serve as prompts for discussion. The sample comprises Year 4 pupils in Bavaria, aged 9 to 11 years. Purposive sampling ensures a diverse representation in terms of socio-economic and educational backgrounds. Consent is obtained from both parents and school authorities to adhere to ethical research standards. The data is collected through problem-centred interviews guided by a thematic framework. The interview protocol includes: 1. Initial questions to capture background information, such as age, perceptions of fake news and media handling. 2. Drawing as a method to capture children's conceptions of climate change, accompanied by a discussion to further explore their ideas. 3. Impulse materials presenting child-friendly examples of climate change fake news in various formats (e.g., text, images). 4. Open-ended prompts encouraging participants to explain their evaluation process and criteria for credibility. Audio recordings and researcher notes ensure accurate data capture. The data will be analyzed using structuring qualitative content analysis according to Kuckartz and Rädiker (2024). A category system will be developed, derived both deductively from the research questions and inductively from the collected data. The categories include: Evaluation strategies (e.g., use of prior knowledge, trust in sources), conceptual understanding of climate change and fake news and influencing factors (e.g., reading literacy, media exposure).

The planned study aims to investigate how Year 4 pupils in Bavaria evaluate fake news related to climate change, focusing on their decision-making criteria, influencing factors, and conceptual understanding. The findings, once the study is completed, are likely to show that students may differ in their ability to evaluate fake news, and when dealing with a complex topic like climate change, they are likely to rely on their existing conceptions. However, it is anticipated that misconceptions about climate change and limited understanding of media literacy may influence their ability to detect fake news. The study will underline the importance of integrating critical thinking and media literacy skills early on in primary education. Addressing both climate change and fake news through interventions is likely to improve children’s ability to evaluate fake news. Additionally, fostering awareness of source credibility and teaching pupils practical verification strategies, such as cross-referencing information, will be crucial steps in building resilience against fake news. There are some limitations and recommendations for future research. The findings of this study will be based on a specific context (Year 4 pupils in Bavaria), which may limit the generalizability to other age groups or regions. Future research should explore the role of socio-cultural factors and digital exposure in shaping children’s evaluation skills. Longitudinal studies could examine how these skills develop over time and assess the long-term impact of educational interventions. Moreover, expanding the scope to include other geographical or environmental fake news topics would provide a broader understanding of pupils’ evaluative abilities. This study will highlight the important role of geography education in equipping young learners with the tools to navigate an increasingly complex information landscape. By fostering evaluation skills and addressing complex topics, educators can empower pupils to become informed and discerning citizens in a post-truth era.

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