Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes

The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices concepts of literacy, which profound consequences EFL teaching learning. This qualitative research aims at studying teachers’ ignorance, within the concept ignorance epistemology, as they navigate their roles in CML teaching, particularly context. Through an open-ended questionnaire interview, this study investigated how teachers assist students to establish credibility information sources through critical assessment. It also delved into challenges encounter assisting be assessors media sources. All these are since building prepare active members today’s democratic world ease bubble effects media, can lead fake news or misinformation, polarization, complex mediation between parties. Finally, ramifications future areas highlighted further field literacy.