Original scientific paper
https://doi.org/10.59549/n.167.1-2.1
The Role of AI Literacy and Media Education Interventions in Deconstructing Deepfakes: A Case Study of Gen Z in Croatia
Igor Kanižaj
orcid.org/0000-0002-8807-3655
; Catholic University of Croatia, Zagreb, Croatia
*
Lana Ciboci Perša
; Catholic University of Croatia
* Corresponding author.
Abstract
One of the most concerning manifestations of artificial intelligence (AI) misuse
is deepfake technology, which generates realistic but fabricated media content
with the potential to deceive, manipulate, and erode public trust in digital
communication. This threat is particularly acute for Generation Z, whose high
exposure to synthetic media underscores the urgency of developing necessary
critical skills. This study investigates the effectiveness of a short, targeted
educational intervention designed to enhance deepfake recognition skills.
Conducted in six secondary schools in Croatia, the intervention involved 118
students who participated in workshops focusing on the recognition, analysis,
and critical evaluation of AI-generated manipulative content. A pre-test and
post-test design was used to measure changes in students’ competencies
related to AI and media literacy. Findings indicate that even a short onetime
intervention can produce measurable improvements in students’ critical
thinking, awareness of AI-generated content, and ability to assess digital authenticity.
Keywords
AI literacy; deepfake; Gen Z; media literacy interventions
Hrčak ID:
348010
URI
Publication date:
19.6.2026.
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