Awareness session on “Critical Thinking and Fake News” at University of Gwadar: Jaweria Nabi Bakhsh

On October 12, a session was held at University of Gwadar on “Critical Thinking and Fake News” where the students along with faculty members were given awareness about media ethics and its applications around this digital and technical world.

However, critical thinking is a pivotal aspect in search of a solution as a universal remedy for an insoluble obstacle. It may help us in making better decisions. Undoubtedly, critical thinkers make the best choices and people with critical thinking us us to deal better with everyday arising problems. Very often, this thinking process is even done subconsciously. It helps us think independently and trust our gut feeling.

Critical thinking is one of the most desirable skills, as it helps us analyze information and think out of the shell. It can orderliness any clustered problem with the innovative solutions and plan systematically.

On the other hand, awareness session had a great impact on our thinking about fake news. False information is news, stories or hoaxes created to deliberately misinform or deceive readers. Usually, these stories are created to either influence people’s views, push a political agenda or cause confusion.

The purpose of this study is to investigate the current state of knowledge on the use of critical thinking so as to identify fake news. A systematic literature review has been performed to identify previous studies on evaluating the credibility of news, and in particular to see what has been done in terms of the use of critical thinking.

Moreover, Sadia (2021) endorsed in her reflection on “Critical Thinking and Fake News” that such sessions related to cognitive development, conceptual learning, and community development by CRSS have great implications in teaching and learning of the students and teachers of the newly established Gwadar University. The interesting findings were delineated from the session that curriculum and textbooks do not properly distinguish the Islamic education, citizenship education and even civic education.

Similarly, the teaching and learning practices do not produce critical thinkers, who develop their social consciousness to the extent that they become the agents of social change, where there is a lack of shared understanding about the citizenship education and being critical. Its idea is narrow. In this regard, it was empirically and qualitatively studied to have a clear background about these matters of concerns in Balochistan especially in Gwadar, where no importance is given as it deserves. Further, these sorts of programs bring clear and effective conceptions in theories and practices by transforming the vision of education into productive themes and make it visionary and missionary.