Children and digital misinformation: A scoping review

Abstract

Children around the world are increasingly left to navigate digital information on their own, yet research on their encounters with online misinformation remains limited. This scoping review identifies existing peer-reviewed literature on children and digital misinformation, analyzes its methodological approaches and key findings, and highlights areas for future studies, such as research in regions of the Global South. After searching four databases (Scopus, Web of Science, ERIC, and PsycINFO) and screening an initial 375 studies based on titles, abstracts, and full-text evaluations, we identify 21 empirical studies that examine children and adolescents’ (aged 5–18) exposure to, experiences with, and strategies for mitigating digital misinformation. All 21 studies characterize children and adolescents as particularly vulnerable due to their developing cognitive abilities, which can limit their capacity to critically assess online information. The dominant approach to addressing this challenge is media literacy and critical thinking education. However, the existing literature is limited in terms of cross-cultural perspectives and quantitative data as well as qualitative insights into children’s subjective experiences. This review underscores the need for future research that expands beyond Euro-American contexts to include more diverse geographic settings, particularly in regions where children may have different levels of access to digital infrastructure, media education, and parental mediation. Additionally, there is a pressing need to explore misinformation across a wider range of digital platforms, examine children’s emotional responses to misleading content, and investigate how misinformation is encountered in everyday digital practices. Future studies should also consider the role of children’s playful engagement with misinformation—both as a challenge and as a potential avenue for developing resilience in diverse media environments.