Addressing “Hallucinations” in AI-Generated Content: Strategies for Developing Student Fact-Checking and Information Evaluation Skills

Abstract

The integration of Artificial Intelligence (AI) into educational settings presents transformative opportunities alongside significant challenges, notably the phenomenon of AI "hallucinations"—the generation of plausible yet fabricated or inaccurate information. This paper addresses the critical need to equip students with robust fact-checking and information evaluation skills to navigate these AI-generated outputs. It begins by deconstructing AI hallucinations, examining their definitions, technical underpinnings, and profound implications for student learning and epistemic trust. Foundational literacies, including critical thinking, information literacy, and digital citizenship, are explored as essential prerequisites for effectively engaging with AI. The core of the paper details a range of pedagogical strategies, such as explicit instruction in verification techniques like lateral reading and the SIFT method, the cultivation of critical engagement through healthy skepticism, and the application of Socratic pedagogy to interrogate AI claims. Furthermore, it considers various approaches to assessing student competencies in this evolving information ecosystem, from adapting established critical thinking tests to developing authentic, performance-based tasks and utilizing pre-post intervention designs. The discussion highlights implementation challenges, ethical dimensions, and crucial future research trajectories. Ultimately, this paper argues for a proactive, multi-faceted approach to fostering the skills necessary for students to become discerning consumers and responsible users of AI-generated content, ensuring they can harness AI's benefits while mitigating its risks.