Research knowledge can be disseminated in various ways. Nowadays, the focus is often placed on digital media. However, digital media as a source of knowledge come with a number of challenges. In view of these, this project investigates within the framework of the "Metavorhaben Digitalisierung im Bildungsbereich II" examines the question of how to further the ability of users to assess the credibility of digital educational science media.

In a digitally dominated world, internet services are becoming increasingly important in the communication of scientific knowledge. However, with the growing availability of digital knowledge sources, the amount of non-scientifically sound information, half-truths, and misinformation also increases. Therefore, it is important to understand what conditions must be in place to ensure the successful transfer of scientific knowledge using digital media. Given the educational background of this meta-project, the contextualized interpretation of anecdotal and empirical evidence plays a crucial role. To help answer the question posed at the beginning, this project investigates the extent to which the ability of users of digital knowledge media can be promoted to distinguish between different types of evidence and thus reliably assess the robustness of the content presented and the subsequent credibility of the information. Based on these studies, a minimal intervention for digital platforms is being developed that lies between boosting and nudging. The goal of this intervention is to enable users of educational platforms to interpret anecdotal and empirical evidence in a contextualized manner and to prevent the spread of disinformation and educational myths.

In addition, usage data analyses, print media analyses, and user surveys are carried out in relation to the digital education platforms e-teaching.org, wb-web.de, and bildungsserver.de. These are used to gain insights into user behaviour, the change in scientific knowledge through media in the public sphere, and the ability of the addressees to qualitatively assess digital knowledge media and their content. The findings from these analyses will also be examined for practical implications and used for the empirically guided development of the above-mentioned platforms.