UGC NET Questions (Paper – 1)

Media literacy refers to the ability to access,analyse,evaluate and create media messages. Evaluating credibility,detecting fake news and checking sources are central components of this skill. The stem therefore describes media literacy. Such literacy helps protect citizens from misinformation.

Option A:
Dependence would mean over reliance on media rather than critical scrutiny.

Option B:
Literacy here means media literacy: the competence to evaluate,verify and judge credibility of media/online information,including detecting fake news.

Option C:
Immediacy is about psychological closeness and speed,not evaluative skill.

Option D:
Overload refers to receiving too much information,not the competence to assess it.

Statements A, B, D and E correctly describe higher education responses to Industry 4.0. A is true because automation, AI, IoT and data analytics are central to Industry 4.0. B is true as curricula need updating to include new technologies and skills. D is true since combining computing with other disciplines helps address complex Industry 4.0 demands. E is true because industry partnerships inform curriculum relevance and provide practical exposure. C is false because Industry 4.0 fundamentally changes skill expectations, and F is false because ethical and social implications are important considerations in technology education.

Option A:
Option A is incorrect because it omits E and therefore fails to emphasise the importance of active collaboration with industry in designing relevant curricula.

Option B:
Option B is incorrect because it excludes B, meaning it does not clearly state that curricula themselves must be revised, even though that is a major expectation under Industry 4.0 reforms.

Option C:
Option C is incorrect because it ignores A and includes only B, D and E, thus omitting the core description of what Industry 4.0 actually involves.

Option D:
Option D is correct because it includes all four true statements (A, B, D and E), capturing the nature of Industry 4.0 and the curricular and partnership responses needed, while excluding C and F, which deny skill implications and ethical concerns.

Statements A, B, D and E capture key dimensions of digital and information literacy, while C and F are oversimplified or false. Operating devices is only a basic technical skill; evaluating content and citing sources are higher-order academic competencies. Collaborative online projects further extend communication and teamwork skills. The belief that all “digital natives” automatically have advanced critical skills is unfounded, so the correct set is A, B, D and E only.

Option A:
Option A is incomplete because it omits E, which recognises the role of collaborative work in building communication competencies. Without E, the set underrepresents the social aspects of digital learning.

Option B:
Option B is incomplete because it lists B, D and E without A. Statement A provides the overarching definition of information literacy, so its absence makes the combination less conceptually complete.

Option C:
Option C is correct because it brings together statements that define, extend and operationalise digital literacy for academic work. By excluding C and F, it rejects views that reduce digital skills to button-pressing or assume that age alone guarantees critical competence.

Option D:
Option D is incorrect because it includes F, which assumes no further training is needed for students raised with technology. Research shows that critical digital skills require explicit instruction and practice, so this option cannot be correct.