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Erokhin, D. 
ORCID: https://orcid.org/0000-0002-5191-0579 & Komendantova, N. ORCID: https://orcid.org/0000-0003-2568-6179
(2026).
Integrating Cross-Cultural Analysis of Misinformation into Multicultural Education and Digital Literacy Curricula.
Diversity 11 35-68.
Abstract
Digital literacy is now a condition for meaningful participation in civic, educational, and professional life. Established curricula have made major advances by teaching learners to verify sources, inspect evidence, recognize manipulation, and engage responsibly in digital environments. These competencies remain essential, yet they leave an important pedagogical gap. Misinformation is also a culturally situated social practice. The credibility of a message, the emotional force of a rumor, the willingness to challenge authority, and the risks attached to public correction are shaped by value priorities, communication norms, institutional histories, language communities, platform cultures, and unequal relations of power. This article develops a culturally responsive model for integrating cross-cultural misinformation analysis into multicultural education and digital literacy curricula. Guided by the research question of how cross-cultural analysis of misinformation can be integrated into multicultural education and digital literacy curricula so that learners develop evidence-based verification, intercultural interpretation, and ethically grounded correction practices across diverse digital publics, the article combines an integrative literature review with a curriculum design synthesis. It connects theories of information disorder, media and information literacy, global competence, culturally sustaining pedagogy, and intercultural competence with comparative evidence on misinformation belief, sharing, and correction. The proposed model of Culturally Responsive Misinformation Analysis organizes instruction around four recurring moves to verify the claim, to contextualize the narrative, to translate across cultural frames, and to respond with ethical care. The article offers detailed implications for case selection, classroom discussion, teacher preparation, assessment, and future empirical research. It argues that digital literacy gains greater educational depth when students learn to ask two connected questions of what evidence supports the claim and why the claim feels credible, useful, or morally urgent within a particular community. This combined orientation strengthens critical judgment while cultivating empathy, democratic resilience, and global citizenship.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | misinformation, digital literacy, multicultural education, cross-cultural analysis, global citizenship education, intercultural competence, curriculum design |
| Research Programs: | Advancing Systems Analysis (ASA) Advancing Systems Analysis (ASA) > Cooperation and Transformative Governance (CAT) |
| Depositing User: | Luke Kirwan |
| Date Deposited: | 30 Jun 2026 08:24 |
| Last Modified: | 30 Jun 2026 08:24 |
| URI: | https://pure.iiasa.ac.at/21695 |
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