Development and Evaluation of an Educational Chatbot for Promoting Deepfake Literacy
Laying the foundation for deepfake literacy through research and educator insights to guide future AI-supported learning solutions.
Duration: January 2025 – November 2025
Status: Ongoing
Educational Level: Upper Secondary Level – Vocational Education, Upper Secondary Level – Grammar School Education, Tertiary Level
Topic: Artificial Intelligence AI, Digital Skills & Literacy
Keywords: Deepfake Literacy, Educational Chatbot, Digital Ethics, AI in Education, Teacher Professional Development
Initial Situation
Artificial intelligence (AI) enables the creation of highly realistic fake videos, images, and audio—so-called deepfakes. While they can serve creative or educational purposes, deepfakes also pose a growing threat by spreading misinformation and eroding public trust. Teachers and students increasingly encounter AI-generated content, but most educators feel unprepared to address this phenomenon in the classroom. There is a lack of research-based approaches and practical teaching materials to foster deepfake literacy—the ability to recognize, understand, and critically assess AI-generated media. This project addressed that gap by laying the groundwork for future deepfake literacy education. It explored how digital learning tools such as educational chatbots could support teaching about deepfakes. The initial phase of this project focused on synthesizing research, identifying classroom needs, and defining pedagogical and technological principles to guide future development.
Objectives
The project aimed to establish a conceptual and empirical foundation for deepfake literacy in education. We sought to understand how teachers can address AI-generated disinformation, to identify effective teaching strategies, and to outline design principles for potential digital learning tools. The outcome is a framework and set of recommendations for integrating deepfake literacy into teacher education and classroom practice.
Method
We applied an Educational Design Research approach combining systematic review and empirical exploration.
- Literature review: We analyzed current research on deepfake literacy, AI-assisted learning, and digital ethics.
- Interviews: We engaged teachers, professionals from teacher education universities, and NGO representatives (e.g. Campus Demokratie) to identify needs, challenges, and examples from practice.
- Synthesis: We integrated theoretical and practical insights into a framework outlining pedagogical principles and design recommendations for future deepfake literacy initiatives.
- Dissemination: A conference contribution and a publication are in preparation to share findings with the broader education community.
Planned Translation
The project actively involved educators to ensure that its results are relevant and applicable in practice. The findings inform didactic recommendations and serve as a foundation for teacher professional development in digital and AI-related topics. Materials and insights will be shared with partner institutions such as PHSG, BFH, and Campus Demokratie. The results provide valuable input for future educational projects and training formats addressing deepfake literacy and digital ethics.
The project enhances understanding of how schools and teacher education programs can respond to AI-generated disinformation. It strengthens the evidence base for teaching digital and media literacy and raises awareness of deepfake-related risks and opportunities. The outcomes contribute to more informed public and professional discussions about AI in education. The project’s framework and publications provide a sustainable reference for educators, policymakers, and researchers interested in deepfake literacy and responsible AI integration.
