A Framework for Deepfake Literacy Education: Research and Design Implications

Duration: January 2025 – November 2025
Status: Completed
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 deepfake literacy education. It explored how digital learning tools such as educational chatbots could support teaching about deepfakes, with a focus on synthesizing research, identifying classroom needs, and defining pedagogical and technological principles.

Objectives

The project established a conceptual and empirical foundation for deepfake literacy in education. It investigated how teachers can address AI-generated disinformation, identified effective teaching strategies, and derived design principles for digital learning tools. The outcome is a structured framework and a set of actionable recommendations for integrating deepfake literacy into teacher education and classroom practice.

Method

An Educational Design Research approach was applied, combining systematic review and empirical exploration:

• Literature review: We analyzed current research on deepfake literacy, AI-assisted learning, and digital ethics.
• Interviews: Engagement with teachers, teacher education professionals, and NGO representatives (e.g., Campus Demokratie) to identify needs, challenges, and practical examples.
• Synthesis: Integration of theoretical and empirical insights into a framework outlining pedagogical principles and design recommendations.
• Dissemination: Preparation and publication of research outputs to share findings with the education community.

Results

The project resulted in a research-based framework for deepfake literacy, including pedagogical principles and design recommendations for AI-supported educational tools such as chatbots. The findings provide concrete guidance for integrating deepfake-related topics into classroom practice and teacher education. Close collaboration with educators ensured practical relevance and applicability. The results have been shared with partner institutions such as PHSG, BFH, and Campus Demokratie and serve as a foundation for future training formats, teaching materials, and research projects in the area of AI and digital ethics. The project contributes to strengthening digital and media literacy by improving understanding of how schools and teacher education programs can respond to AI-generated disinformation. It supports informed decision-making and critical thinking regarding AI-generated media among educators and learners.

Implemented Translation

The project findings were translated into educational practice through close collaboration with educators and teacher education stakeholders, including PHSG, BFH, and Campus Demokratie. Insights from interviews informed the development of practical recommendations for teaching deepfake literacy and integrating AI-related topics into classrooms and teacher training. The resulting framework supports educators in addressing AI-generated disinformation. Future implementations include the development of concrete teaching materials and training formats for teachers.

The project contributes to educational practice by providing a research-based framework and practical recommendations for teaching deepfake literacy and addressing AI-generated disinformation. It supports teachers and teacher education institutions in integrating AI-related topics into curricula and fostering critical media literacy. Impact is reflected in the adoption of concepts by partner institutions (e.g., PHSG, BFH, Campus Demokratie) and dissemination through publications. Future impact will be measured through uptake in teacher training, use of derived materials, and evaluation of planned educational interventions, including a chatbot-based learning application.

Participating Institutions