<![CDATA[Social media has become an important source of neuroscience-related information for Generation Z, but the circulation of unsupported claims and neuromyths raises concerns about how students interpret and evaluate such content. This study explores selected aspects of neuroscience literacy among Gen Z university students from various academic disciplines and universities, focusing on their exposure to neuroscience-related information, recognition of selected claims, and self-reported evaluation practices. A descriptive approach combining quantitative and qualitative questionnaire data was employed. Data were collected through a 20-item online questionnaire completed by 30 respondents aged 18–25. Quantitative responses were analyzed using frequencies and percentages, while open-ended responses were examined thematically. The findings show that 66.7% of respondents encountered neuroscience-related content often or very often, with brain hacks and productivity tips being the most frequently encountered type of content (30%). The 10% brain myth was rejected by 80% of respondents, whereas only 10% rejected the learning-styles claim. Regarding information evaluation, 86.7% reported questioning claims that sounded too simple or too good to be true, while 73.3% reported checking sources, seeking scientific evidence, and comparing information from reliable sources. However, only 60% reported distinguishing scientific evidence from personal opinions. Overall, the findings reveal variations in respondents’ recognition of neuroscience-related misconceptions and reported evaluation practices. Due to the small purposively selected sample and reliance on self-reported data, the findings provide a descriptive account rather than a comprehensive measure of neuroscience literacy.]]>
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