Conference Program

Digital transformation of democratic processes has opened new possibilities for political participation, especially among youth (Kersting, 2016). Easy access to information and digital deliberation spaces may reinforce political engagement (Kersting, 2016; van Dijk, 2012). However, digital information contexts may increase exposure to misinformation, disinformation, manipulation or polarization of opinions, and cognitive overload (Garcia et al., 2021; Schwaiger, 2022; Schweiger, 2017) with consequences for political participation. Information Literacy (IL) is a key competence to navigate the complexity of the infosphere and to participate responsibly in democratic life (Koren, 2023; Kurbanoglu, 2013; Smith, 2016). While much research on young people’s political attitudes and media use relies on self-reported measures, fewer studies combine such data with online information-seeking behavior; as a result, it remains unclear how these practices relate to turnout and vote choice (González-Bailón & Xenos, 2023).

The aim of the present study is to explore how young adults conduct online searches for political information. The study focuses on a Swiss federal popular vote on climate and energy policy held on 8 March 2026. Data collection took place while the voting period was still ongoing, meaning that some participants had already voted while others had not.

To address this aim, the following research questions are explored:
(1) How do young adults search for political information online when preparing to vote?
(2) Are individuals’ online information-seeking behaviors associated with stability or change in their voting intentions or vote choice? (3) Which informational and attitudinal factors are associated with voting intentions or vote choice?

The study employs the ROSE digital platform (Reflective Online Searching Education; Botturi et al., 2026) and a browser extension that captures ecological online information-seeking behavior, including search queries, visited websites, and time spent per webpage.

The research follows a structured pre–post design. In March 2026, 76 undergraduate students enrolled in pre-primary and primary teacher education in the Canton of Ticino (aged 19-32, M = 22.52) took part in: (1) an initial questionnaire assessing self-reported prior knowledge of the voting issue, voting intentions or vote choice, and IL skills; (2) a self-directed online searching session on the voting topic, monitored through the ROSE platform; and (3) a final questionnaire collecting socio-demographic data, political variables (political interest, internal and external political efficacy, ideological positioning, participatory habits), and repeated measures of knowledge and voting intentions or vote choice.

Preliminary analyses show a significant increase in perceived knowledge about the voting issue, a decrease in indecision, and greater willingness to vote. Furthermore, an initial qualitative analysis of the consulted sources indicates a predominant use of the official channels of the Swiss Confederation as sources of information. Further results will be presented during the conference.

By integrating behavioral data on online information-seeking with attitudinal and political variables in a real voting context, this study advances empirical research on democratic participation. The findings may also offer practical guidance for integrating IL and digital citizenship into pre-service and in-service teacher education and broader educational initiatives targeting young adults (Kops et al., 2025; van Dijk, 2012).