Behind the Screen
The importance of Critical Thinking
When Online Content Isn’t Real
What this means
- Photos and stories are edited, filtered or staged
- People show only the “best moments”
Some posts are made to get likes, followers or money - Rumours or false information spread quickly
How it affects how we feel
- We start comparing our real life to someone’s “perfect” life
- We may feel pressure to look perfect or always be happy
- Our mood can drop (stress, sadness, anxiety)
- We may forget that mistakes and bad days are normal
How it affects relationships
- Misunderstandings grow from rumours or screenshots
- Trust can be damaged by fake or exaggerated posts
- We may judge others without knowing the full story
- Real conversations can be replaced with assumptions
What helps
- Remember: online = highlight reel, not real life
- Check information before sharing it
- Follow accounts that make you feel good, not worse
- Talk to people face-to-face when something worries you
Learning Outcomes
- Recognise how digital people, influencers, and online content can exaggerate, mislead, or spread false information.
- Identify common red flags of online lies or manipulation (e.g. clickbait, impossible promises, “perfect” lifestyles).
- Reflect on why people might fake or distort their digital identity and the impact this can have on others.
- Practise giving supportive, constructive feedback to peers who may be influenced by misleading digital behaviours.
- Apply critical thinking skills to evaluate online content and share strategies for staying safe and balanced online.
Role Play
What role-play helps us learn
- empathy: seeing the situation from another person’s feelings.
- perspective-taking: understanding different points of view.
- communication: practising what to say and how to listen.
- problem-solving: testing possible solutions before real life.
Facilitator supports with some prompts:
- sharing is voluntary
- you can pass at any time
- we avoid judgement or laughing at people
- we talk about behaviours, not people
How Role-Play Works
- Act the role: Participant A acts, Participant B listens.
- Swap roles: Everyone has a turn.
- Give gentle feedback:
- What went well?
- What could be done differently?
- How did the role feel?
Reflection
My reflection
Back in the large group, each person introduces:
- Their role.
- How they act.
- The feedback they received from their partner.
Common red flags to look for
- “Too good to be true” promises (easy money, miracles, instant results)
- Clickbait titles like “You won’t believe this!!!”
- Perfect photos or “perfect lives” with no bad days
- Messages asking for personal data, photos, or money
- Anonymous accounts or fake-looking profiles
- Only positive reviews that sound copied or robotic
- Information with no source or “a friend told me”
- People pushing you to act fast: “now or never”
What to do when you see a red flag
- Pause – don’t react immediately
- Check the source – who posted it? are they trustworthy?
- Verify – look for the same info in other reliable places
- Talk to someone – friend, family, teacher, facilitator
- Block or report accounts that feel unsafe
Red Flag Toolkit
Each participant writes on a sticky note one “warning sign” that something online might be fake, misleading, or harmful (e.g. “too many promises”, “clickbait titles”, “perfect life images”).
Notes are placed on the wall to create a collective toolkit.
Closing go-around: “One skill I’ll use to spot digital lies is…”
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 2024-2-PT02-KA220-YOU-000287246
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