Digital Credibility and Social Gratification: Understanding How Generation Z in Pakistan Engages with Misinformation and Algorithmic Influence in the Contemporary Social Media Landscape

Anum Hamid; Muhammad Aqib; Sheeraz Ahmad

Authors

Anum Hamid Iqra National University
Muhammad Aqib Media Studies and Mass Communication Iqra National University, Peshawar
Sheeraz Ahmad Computer Science Department Iqra National University, Peshawar

Keywords:

Digital Media, Generation Z, Social Media, Misinformation, Fake News, Youth and Technology, Media Convergence

Abstract

In the contemporary digital landscape, Generation Z increasingly relies on social media as a primary source of information, communication, and self-expression. While these platforms foster connectivity, learning, and creativity, they also amplify the circulation of misinformation due to limited regulation and inadequate fact-checking practices. This study investigates the motivations and behavioral patterns of Generation Z in Pakistan concerning online information engagement, focusing on the balance between social gratification and information credibility. Employing a qualitative exploratory design, data were collected through five focus group discussions (FGDs) comprising 25 participants across diverse academic disciplines, including Media Studies, Art & Design, Computer Science, Business Administration, and Allied Health Sciences. Thematic analysis revealed that social validation and entertainment are dominant motivators for content sharing, whereas critical evaluation and fact-checking remain secondary concerns. Instagram and WhatsApp emerged as the most frequently used platforms, followed by X (formerly Twitter), TikTok, and Facebook. Although participants acknowledged the prevalence of misinformation, only 52% consistently verified content prior to sharing. The study highlights how algorithmic reinforcement and emotional engagement contribute to selective exposure and echo chambers, intensifying the challenge of discerning credible information. Findings underscore the need for comprehensive digital literacy initiatives that integrate fact-checking, ethical sharing, and critical thinking into educational frameworks. The research contributes to the broader discourse on media ethics, algorithmic influence, and the sociocognitive dimensions of digital engagement among youth in developing contexts.

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