GenAI and misinformation in education

A systematic scoping review of opportunities and challenges

Bibliographic Data

ID20397654
AuthorsAli Fulsher (University of Minnesota System, corresponding author), Marianna Pagkratidou (0000-0002-0161-1554, University of Minnesota System, corresponding author), Panayiota Kendeou (0000-0002-0392-7659, University of Minnesota System, corresponding author)
Year2026
Volume41
Issue2
Pages1373-1385
Publication date2026-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAI & Society (JOURNAL)
Journal identifiersISSN: 0951-5666 • E-ISSN: 1435-5655
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s00146-025-02536-y
OpenAlexW4413044515
LanguageEN
Citations received9
References cited68

Generative Artificial Intelligence (GenAI) has emerged as a transformative and disruptive force in education and society, with the potential to both create and correct misinformation. In education, misinformation manifests at three levels: the individual (when students hold misconceptions or inaccurate beliefs); the community (when groups of individuals share the same misconceptions or inaccurate beliefs); and the system (when educational policies and practices are not based on scientific evidence). We conducted a systematic scoping review to identify existing challenges and opportunities for misinformation generation, sharing, and correction across these levels in education, as well as inform future research in this area of work. Our results indicate three approaches to GenAI and misinformation in education: identifying misconceptions, prebunking , and (re)producing misinformation, with most research conducted at the individual level. We conclude with suggestions for future research and practice

Engineering ethics · Medical education · Misinformation · Pedagogy · Political science · Public relations · Transformative learning · Engineering · Medicine · Misinformation and Its Impacts · Online Learning and Analytics · Psychology · Topic Modeling

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Open DOIOpen Access