The rise of fake news, encompassing misinformation and disinformation, threatens societal progress, particularly in environmental science and the pursuit of the United Nations Sustainable Development Goals. This study explores the integration of the CRAAP framework (Currency, Relevance, Authority, Accuracy, and Purpose) into an Environmental Chemistry course at a leading university in Asia to examine students’ approaches to source evaluation and perceptions of its utility. Sixteen third- and fourth-year chemistry students evaluated news articles before and after CRAAP training, with responses assessed using an analytic rubric. Students performed relatively well in assessing Currency, Relevance, and Purpose, but reflected a weaker performance in Authority and Accuracy. Positive student feedback highlighted the framework’s perceived usefulness and applicability beyond the course. This study highlights the potential of embedding information literacy tools within discipline-specific curriculum, identifying directions for future research to examine long-term retention and strengthening of complex evaluative skills, so as to empower students toward becoming informed citizens in a post-truth era.
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