In the digital age, the proliferation of misinformation through social media and other online platforms has become a significant concern. According to the World Economic Forum's 2025 Global Risks Report, misinformation is now one of the top global risks, exacerbating social polarization and undermining trust in institutions. This study involved assigning students to read daily news articles, aiming to familiarize them with regular newspaper reading and, therefore, enhancing their ability to connect theoretical concepts with real-world business scenarios. This approach is particularly relevant in today's context, where the ability to evaluate information critically is essential. By consistently exposing students to quality journalism, the study aims to provide them with the necessary tools to effectively combat misinformation. This study explores an innovative pedagogical approach implemented with students from one undergraduate and two postgraduate programs: the Bachelor in Business Administration, the Master in Business Organization and the Master in Art Market Management, its implementation, and its impact on students' learning experiences.

For the practice, the students were requested to select new articles on the subjects of "competitive advantage" and "authentication and detection of counterfeits of artifacts" in different courses. Sources used included El Mundo, El País, and Europa Press, all with free access to students at Universidad Rey Juan Carlos. The students filled out an Excel sheet following some instructions. The methodological versatility is confirmed since the study is deployed in two different realms, business administration and illicit trafficking of art and related crimes.

Two surveys were conducted, one before the activity and one after, with anonymous answers from the students, allowing them to freely express their opinion. The results are considered a measure of the quality of this experiential learning. In the first survey, 73 students participated: 44 from Business Administration and Management, 11 from the Master's in Business Organization and 16 students of the Master's in Art Market Management. On the second survey, 63 students responded distributed as follows: 36, 11 and 16 students, respectively as before.

The surveys showed a shift from reliance on social media to broader news sources. Students reported increased engagement with academic news and improved critical analysis skills. Many found summarizing articles helpful and valued the activity’s impact. By engaging with current events, students not only improved their understanding of business dynamics but also developed critical skills to discern credible news sources and avoid misinformation. The findings suggest that while the practice successfully fostered a more analytical approach to news consumption, continuous exposure and reinforcement are necessary to sustain these changes in behavior. Furthermore, this approach can significantly contribute to students' academic and professional growth, fostering a more informed and analytical mindset.

Keywords: Pedagogical tools, misinformation, critical analysis, educational innovation.