Perceptions of Pre-Service Teachers in Early Childhood and Primary Education on GenAI-Generated Deepfakes

This study explored pre-service teachers’ views on the use of generative artificial intelligence (Gen AI) in the production of misinformation, addressing the potential challenges posed by deepfakes generated by these online resources. A quantitative approach was used; 133 pre-service teachers participated in the study, all of them were enrolled in primary education degree programmes in the Region of Murcia, Spain. The results indicated a clear awareness of the risks posed by these digital tools in the generation of deepfakes. Respondents became aware of the potential threats this may pose on the internet, which can be further exacerbated when disseminated in educational environments. Recognising the relevance of pre-service teachers’ concerns can help educators and educational administrations take steps to limit Gen AI in accordance with ethical parameters and thus reduce the spread of misinformation. In social science teaching and learning, further research is needed to equip students with the essential skills to distinguish between accurate and inaccurate information. For all these reasons, it seems essential to improve research in media literacy education for the application of identification skills used in assessment processes. These improvements can take the form of evidence-based approaches, such as AI literacy programmes or media literacy modules, to facilitate student learning and ensure better quality education.