Combating Misinformation and Science Denial Through Critical Thinking and Scientific Literacy: A Comparative Analysis of Nigerian and Western Education Systems
Keywords:
Misinformation, Science denial, Critical thinking, Scientific literacyAbstract
Misinformation and science denial pose significant challenges to global educational systems, undermining confidence in evidence-based knowledge and impeding societal progress. This paper examines ways to combat these challenges through critical thinking and scientific literacy, comparing the Nigerian educational system, representing a developing nation, with Western systems (the United States, the United Kingdom, and select European countries). Nigeria faces structural barriers, including a 59.57% adult literacy rate and widespread misinformation, while Western systems, with near-universal literacy, grapple with ideological science denial, such as anti-vaccination movements. Guided by empirical knowledge, the paper evaluates strategies like inoculation theory, media literacy integration, and inquiry-based learning. Findings highlight Nigeria’s need for increased educational investment and teacher training, contrasted with Western needs for addressing polarisation through epistemic vigilance. Recommendations propose context-specific interventions, including mobile-based literacy programs for Nigeria and gamified prebunking in the West, to foster resilient, informed societies.
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