پروانه عبدالمالكي

   Abstract Purpose: This study aims to assess the effectiveness of social media literacy training on cognitive warfare among students at Razi University. Method: This study is an applied research in terms of its objective. It employs a quasi-experimental design, specifically a pre-test/post-test control group design. The participants were selected using a convenience sampling method. A total of 32 students were chosen during the 2024-2025 academic year and were randomly assigned to either a control group (n=16) or an experimental group (n=16). For data analysis, both descriptive and inferential statistical tests were utilized. Findings: The findings indicate that social media literacy training has a significant positive effect on enhancing students' ability to counter cognitive warfare. However, a more detailed analysis revealed a more complex picture. The educational intervention did not have a significant impact on five (Navigation, Curation, Appraisal, Comprehension and Creation) of the six components of social media literacy. In contrast, the only component significantly affected by the training was the interaction dimension, suggesting a change in users' social behavior in the virtual space. Conclusion: The findings of this study indicate that social media literacy training positively and significantly enhanced students' ability to counter cognitive warfare. However, a more detailed analysis of the components revealed that this overall effect did not stem from an improvement in cognitive skills such as Navigation, Appraisal, or content comprehension, as the educational intervention had no significant impact on these dimensions. Conversely, the interaction component was the only one that showed significant improvement. This key finding suggests that the students' increased resistance to cognitive warfare is rooted not in the enhancement of critical content analysis abilities, but rather in a shift in their behavioral patterns and social interactions within the Social Media. Keywords: Cognitive Warfare, Social Media Literacy, Media Literacy Education, Creation, Razi University Students. Abstract Purpose: This study aims to assess the effectiveness of social media literacy training on cognitive warfare among students at Razi University. Method: This study is an applied research in terms of its objective. It employs a quasi-experimental design, specifically a pre-test/post-test control group design. The participants were selected using a convenience sampling method. A total of 32 students were chosen during the 2024-2025 academic year and were randomly assigned to either a control group (n=16) or an experimental group (n=16). For data analysis, both descriptive and inferential statistical tests were utilized. Findings: The findings indicate that social media literacy training has a significant positive effect on enhancing students' ability to counter cognitive warfare. However, a more detailed analysis revealed a more complex picture. The educational intervention did not have a significant impact on five (Navigation, Curation, Appraisal, Comprehension and Creation) of the six components of social media literacy. In contrast, the only component significantly affected by the training was the interaction dimension, suggesting a change in users' social behavior in the virtual space. Conclusio