Thinking-Based Learning (TBL) is a pedagogical methodology that involves the active participation of students, encouraging the development of skills in thinking, reasoning, decision making and autonomous acquisition of concepts through the work on topics that are part of their study plans. This methodology aims to enable students to use the knowledge learned in different subjects to develop skills that allow them to apply critical thinking in solving problems and/or challenges that arise in the reality of their environment.

Misinformation is one of the most prevalent problems in our society today. Both social media and other information and communication technologies play a key role in the fast dissemination of information globally. However, not all news that are published and spread are true, and it is often difficult to verify the accuracy of such information. Misinformation increasingly affects all areas and sectors of society, and its impact is more pronounced in the food sector. It is estimated that 30% of fake news circulating on the Internet are related to food, as it is a topic that is very close to the entire population and is related to our well-being, so any information published in this field arouses great interest. In addition, news about food and health often have a strong emotional impact since, depending on the content, they can generate fear of disease or hope for “miracle products”. Therefore, it is essential that students, as future professionals in Food Sciences, adopt a critical thinking attitude that allows them to rigorously judge the content about food and health that they frequently receive through different social media and communication platforms.

To address this situation, the Thinking-Based Learning (TBL) methodology was implemented in different subjects of Pharmacy, Human Nutrition and Dietetics, and Food Science and Technology Degree programs, as well as the Double Degree in Pharmacy and Human Nutrition and Dietetics, at the Complutense University of Madrid (UCM). The students identified fake news spread through the different communication channels related to food and health and prepared short reports in which they supported the truth or falsity of the published information with scientific arguments. As a result, students developed critical thinking skills and abilities and were able to put them into practice when assessing the veracity of the information they received. Most of the students positively valued the inclusion of this type of teaching innovation activities in university subjects.

Acknowledgement:
This work is part of the UCM INNOVA DOCENCIA Project: “Aplicación de la metodología Thinking-Based Learning (TBL) para combatir la desinformación en Alimentación y Salud” (Project reference UCM 385/2024-2025).

Keywords: Thinking-based learning, misinformation, food and health.