The Role of Teachers in Helping to Shape Students’ Cognitive Processes in a Post-Truth Era

Abstract

Based on existing knowledge about the post-truth era, this study aims to explore how educators should perceive and respond when students are confused by various messages from other sources in this particular era. The pedagogical approaches adopted by educators and their perspectives on this specific era were collected and analyzed through email interviews with four university in-service teachers, taking into account existing scholarship in the fields of politics and media, as well as existing approaches to the 'political classroom' and 'virtue education'. Finally, the shortcomings and deficiencies of this study are pointed out, and guidelines are given for further systematic research in the future.