Teacher PortalLearn to evaluate information, ask meaningful questions, consider different perspectives and make informed decisions at work and in everyday life.
Learn to evaluate information, ask meaningful questions, consider different perspectives and make informed decisions at work and in everyday life.
Evaluate the quality, credibility and relevance of information. Recognise misleading content and manipulation. Weigh alternatives, consequences and risk before acting. Reflect on one’s own assumptions and justify choices.
Transport: weigh conflicting traffic information and make safe decisions. Health and care: distinguish documented health information from unsupported claims. Industry: evaluate information from different sources before handling a deviation. Service and retail: recognise scams, manipulative messages and false customer information. All sectors: check whether AI-generated information is correct and relevant before using it.
Use real, anonymised workplace examples. Ask open questions: Who is behind this? How do we know? What is missing? Let learners compare sources in pairs, justify their judgements and discuss what they would do in practice.
Exercises in the resource library: “Check the source before sharing”, “Is the message genuine?”, “Check the AI answer” and “Deviation: which information do you trust?”. More guides, downloadable lessons and video resources can be added in the same structure.
Bus driver (conflicting traffic messages), retail assistant (scams and fake receipts), healthcare worker (health claims from relatives and online) and industrial operator (handling deviations). See the cases “Fake message at the till” and “Conflicting traffic messages”.
Evaluate the quality, credibility and relevance of information.
Understand how information is created, presented, spread and how it influences people, including social media.
Recognise misleading content, manipulation and false claims.
Weigh alternatives, consequences and risk before acting.
Reflect on algorithms, AI-generated content, privacy and responsible sharing.
Ask questions, evaluate arguments and reflect on one’s own assumptions.
A road is closed and the route must change. Learners interpret an operational message, estimate a new arrival time and inform passengers.
A warning appears on the dashboard. Learners interpret it, find the instruction and write a clear deviation report.
The driver receives conflicting information about a possible road closure. Learners assess sources, credibility and an AI-generated recommendation.
Learners read a fictional message about changed conditions on site, find the main point and practise explaining it and asking questions. The case trains comprehension and communication – not safety procedures.
Learners separate observations from assumptions and write a short, clear description in a simulated digital form. The case does not require professional risk assessment.
Learners read a fictional message, write a short summary and practise an oral handover. Fictional information only – no clinical decisions.
Learners read a neutral, fictional overview of times and activities, compare details and separate facts from interpretations. No clinical thresholds or medical assessments.
A convincing social media post on a health topic comes from an unknown source. Learners assess the sender, the claims and AI-generated answers. The case is about information literacy, not medical advice.
Learners interpret fictional measurement data, calculate a percentage change and check the result. The figures are fictional learning data, not equipment specifications.
Learners compare a fictional source document with an AI-generated sample summary that contains a wrong value. Static material – no AI service is used.
Learners improve a fictional, unclear draft message about an outing. The case is a communication exercise – not training in planning children’s safety or care.
Learners assess three fictional messages without real personal data and discuss digital judgement. The exercise does not replace legal advice, consent assessments or the employer’s own privacy procedures.
Learners assess a fictional email requesting changed payment details and look for signs of possible fraud.
Learners read a clearly labelled, fictional menu and find stated and missing information. Exercise material – not suitable for real food service.
Learners assess a fictional social media post with an undocumented claim about a food product (media literacy).
Learners compare two fictional product descriptions and write questions for the supplier. They are not asked to judge whether a product suits a real installation.
Learners read fictional monthly figures, calculate the change and discuss what the figures do not tell us. No technical causes or operational advice are given.
Learners compare two fictional messages about the same task, find the differences and ask for clarification in writing and orally.
A customer shows a “payment confirmation” on a phone, while an SMS says the terminal must be updated via a link.
More information, automated suggestions and AI make it more important to evaluate sources, numbers and claims before acting.
Integrate source evaluation and questions like “how do we know?” into work on the five basic skills.
Norway officially defines five basic skills: reading, writing, numeracy, oral and digital skills. Critical thinking, including media literacy, is Prios’s supplementary competence area and can be integrated into work on all five. AI literacy is an emerging theme, not an official basic skill.
Digital learning resources
A video from Prios Kompetanse about romance scams, where someone builds a fake online relationship to obtain money. Works as an opener for discussing critical thinking, fraud and safe financial choices. External resource on YouTube.
Teaching activities
Participants compare three fictional messages, distinguish claims from documentation and write a neutral, responsible message.
Teaching activities
A practical reading and writing exercise in which learners find information, compare details and formulate a question when something is unclear.
Teaching activities
Participants practise distinguishing observations from assumptions and write a short, accurate message to the shift supervisor.
Teaching activities
Participants read prices, calculate discounts, check a receipt and explain how they found the answers.
Teaching activities
An oral communication activity in which participants listen to a message, ask clarifying questions and relay the content to a partner.
Teaching activities
Participants interpret a workplace message, complete a simulated digital form, identify conflicting information and review their entries.