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<p>Educational tracks influence students’ cognitive and social outcomes, yet its role in shaping susceptibility to conspiracy beliefs remains underexplored. This study examines the relationship between secondary school tracks (general, technical, and vocational) and belief in conspiracy theories in French-speaking Belgium. We hypothesize that students in general education tracks exhibit lower levels of conspiracy beliefs than those in technical and vocational tracks, and that this relationship is mediated by literacy, critical thinking, perceived justice, and societal identification. A cross-sectional study was conducted with 168 adolescents from the Wallonia-Brussels Federation, measuring conspiracy beliefs, critical thinking, literacy, perceptions of justice, and societal identification. Results showed that students in general education tracks reported significantly lower conspiracy beliefs than their peers in technical and vocational tracks. However, this effect was primarily mediated by societal identification rather than cognitive variables such as literacy or critical thinking. These findings suggest that educational tracking not only shapes academic skills but also influences students’ integration into societal structures. The results highlight the importance of fostering social belonging and perceptions of fairness to mitigate susceptibility to conspiracy beliefs. This study contributes to understanding how stratified educational systems perpetuate social inequalities that shape cognitive and political attitudes. Policy implications include integrating curricula that promote inclusive civic education across all educational tracks. </p>

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How does education influence adolescents’ endorsement of conspiracy theories? examining the roles of critical thinking, literacy, justice perceptions and identification with society

  • 期刊论文

  • 发表日期：

    2026年5月12日

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  • Camila Arnal,
  • Luca Rossini,
  • Régine Kolinsky,
  • Christophe Leys,
  • Olivier Klein

摘要

Educational tracks influence students’ cognitive and social outcomes, yet its role in shaping susceptibility to conspiracy beliefs remains underexplored. This study examines the relationship between secondary school tracks (general, technical, and vocational) and belief in conspiracy theories in French-speaking Belgium. We hypothesize that students in general education tracks exhibit lower levels of conspiracy beliefs than those in technical and vocational tracks, and that this relationship is mediated by literacy, critical thinking, perceived justice, and societal identification. A cross-sectional study was conducted with 168 adolescents from the Wallonia-Brussels Federation, measuring conspiracy beliefs, critical thinking, literacy, perceptions of justice, and societal identification. Results showed that students in general education tracks reported significantly lower conspiracy beliefs than their peers in technical and vocational tracks. However, this effect was primarily mediated by societal identification rather than cognitive variables such as literacy or critical thinking. These findings suggest that educational tracking not only shapes academic skills but also influences students’ integration into societal structures. The results highlight the importance of fostering social belonging and perceptions of fairness to mitigate susceptibility to conspiracy beliefs. This study contributes to understanding how stratified educational systems perpetuate social inequalities that shape cognitive and political attitudes. Policy implications include integrating curricula that promote inclusive civic education across all educational tracks.