I am currently completing my Master’s thesis in Educational Technologies at Concordia University, where my research investigates the influence of online algorithms on trust in education and intellectual authority. This project explores how algorithmic content, from social media feeds to recommendation systems  shapes the ways both secondary and post-secondary students form perceptions of knowledge, credibility, and institutional authority.

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Through qualitative interviews and interpretive analysis, I examine how students negotiate identity, truth, and critical engagement within digital environments that are increasingly curated by algorithms. At the same time, my research highlights how these shifts affect teachers’ pedagogy: from adapting classroom practices to addressing skepticism toward traditional sources of knowledge, educators are compelled to rethink their approaches in response to digitally conditioned mindsets.

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Ultimately, the thesis brings attention to the complex relationship between algorithmic culture, student learning, and pedagogical practice, underscoring the challenges and opportunities educators face in fostering trust, critical thinking, and meaningful engagement in a post-truth digital landscape.