Epistemic practices and beliefs of Chilean adolescents in digital environments

Introduction In recent years, widespread internet and mobile device use has reshaped adolescents’ reading, study, and information-evaluation practices. In Chile, this occurs in a context of high connectivity but persistent digital literacy gaps. This study aimed to identify adolescents’ study-related digital practices and preferences and to explore their beliefs about reliability and verification online. Methods This qualitative study, informed by grounded theory, involved six discussion groups with 16-year-old students from three schools serving different socioeconomic groups ( N = 60). Data were audio-recorded, transcribed, anonymized, and analyzed in NVivo 14 using open and axial coding, constant comparison, and researcher triangulation. Results Participants preferred general digital resources such as Google, YouTube, Instagram, TikTok and, to a lesser extent, generative AI tools. They valued short, accessible, and entertaining materials that were useful for doing well on assessments, reported difficulty concentrating, and expressed an instrumental orientation toward learning. Although they claimed to verify information through source convergence, they also granted substantial credibility to personal audiovisual testimonies and distrusted traditional media. Differences also emerged in access to school and family resources. Discussion The findings highlight the need for more systematic school instruction in evaluating authority and evidence, engaging in lateral and deep reading, and developing attentional self-regulation, particularly in relation to educational inequality in Chile.