Spreading of fake news among the students of Jahangirnagar University: Origin, sharing and consequences

This study looks into how fast fake news is spreading and its social impact on the students of Jahangirnagar University, Bangladesh. This specifically looks at the main sources of fake news and the behaviour of people who share it. Moreover, it also looks at the sociological effects of fake news. Using a survey (N=282), interviews (N=18), and case study analysis of three cases of misinformation (BRAC University ranking, Chandrayaan-3 images, and the Bangabandhu Tunnel), the study maps the ecosystem of misinformation in a polarized media environment. The investigation establishes that students spend an average of 2.99 hours a day using social media, mostly on Facebook. Nevertheless, the relationship between their usage and willingness to fact-check shows a weak association (r=0.03). This shows that students check information wrongly. The study finds that confirmation bias is the most important cognitive driver. Users preferred to share content they agree with, even if they contradict themselves. The case studies show us how, in instances where old media effectively legitimize false claims, the digital platforms combine algorithmic amplification with an erosion of institutional trust to accelerate the spread of misinformation. The results of the thematic analysis illustrated that the pursuit of social validation (e.g. likes and shares), and reactive rather than proactive detection are important mechanisms. Through a cognitive-ecological approach, this study studying misinformation in the Global South proposes potential interventions. There are media literacy programs to recognize biases and develop prebunking strategies. They also present policy proposals on platform-level “friction-in-sharing” features and educational reforms that should help build critical digital engagement. It provides a roadmap to counter disinformation in scenarios of development