Teachers develop teaching materials on deepfakes and deepnudes
amsterdam, vrijdag, 31 oktober 2025.
Teachers and organisations have developed new teaching materials to raise pupils’ awareness of deepfakes and deepnudes. The material discusses the figures, legality and consequences of this technology, aiming to strengthen media literacy. A listening exercise with questions illustrates the impact of deepnudes using the campaign ‘The Unwearable Wardrobe’.
New teaching material on deepfakes and deepnudes in education
New downloadable material has been published on the educational resource network KlasCement that specifically addresses sexually explicit fake images — also called ‘deepnudes’ — and broader deepfakes; the publication of the listening material is recorded on 29-10-2025 and contains a discussion of the figures, legality and consequences using the campaign ‘The Unwearable Wardrobe’ plus a listening exercise with questions [1].
What the teaching material aims for and who it is for
The material is positioned as part of media literacy for pupils and is intended to stimulate awareness and discussion in the classroom about how fake images are created and misused; the source states that the material was compiled with pupils in mind and that it addresses the legality and consequences of deepnudes [1][2].
How AI both spreads and helps combat fake news
AI technology plays a double role: on the one hand generative AI makes it easier to produce convincing forgeries (images, audio and text) and thus spread misinformation quickly and at scale; on the other hand researchers, platforms and educational initiatives use AI for detection, verification and education about those same forgeries [GPT][4].
Examples of educational and municipal initiatives
Regional initiatives and knowledge platforms develop teaching materials and tools to embed digital and media literacy in schools; a practical example is the Techhub in ‘s‑Hertogenbosch, which as an online platform supports teachers with teaching materials, training and webinars to integrate digital skills (including critical handling of AI‑generated content) into the curriculum [3].
Implications for media literacy and democracy
If pupils and citizens do not learn to recognise how AI‑generated images and texts are created and spread, the risk grows that misinformation will contaminate public debate and undermine trust in institutions; education and accessible tools are therefore crucial to make citizens more resilient to manipulation of information [GPT][3][1].
Concrete examples of dissemination and countermeasures
Dissemination: generative models can produce large numbers of realistic images or false statements in a short time, which are quickly shared and amplified via social platforms [GPT][1]. Countermeasures: educational modules, detection tools and fact‑checking methods combine human review with AI support to identify forgeries and teach pupils to think critically about sources and techniques [3][4].
Practical tips for recognising fake news and deepfakes
- Check the origin: look for the original source and publication date; 2) Watch for irregularities in image and sound: unnatural shadows, flickering ears, inaccurate lip‑sync or odd motion artefacts; 3) Cross‑check with reliable news sources and search for fact checks; 4) Be cautious about sharing: ask whether you have evidence for the claim before you share; 5) Use educational materials and training (such as those on KlasCement and local Techhubs) to build skills [1][3][2][GPT].
What teachers can do in the classroom
Teachers can use the listening exercise and case study from the KlasCement material as a starting point for a lesson on the ethics and legislation around deepnudes, combined with practical exercises: analysing images, source research and role plays about privacy and online boundaries; such concrete assignments help pupils develop habits that enable them to make responsible choices in real life [1][2].