Fake news and equivalent disinformation spread across social media platforms destabilising democracies globally, and the most vulnerable groups are the young and uneducated. As counter measure this paper therefore sets out to enquiry how an ICT-based interdisciplinary learning process between Danish, mathematics, social studies, and history can be designed to strengthen democratic formation (Bildung) regarding critical processing of information on social media among pupils in lower secondary education. This is executed through design based research in which an intervention has been assessed by two teachers through heuristic expert evaluation and tested in a participatory evaluation with an 8th class utilizing observation, questionnaire and document analysis. From this it is inconclusive to whether the designed learning process succeeded in its goals due to technical issues during the evaluation. The results however have informed the design about adding changes to simplify the amount of information given to the pupils as well as restructure the sequence of tasks and has led to the recommendation of using two-person groups. For this reason, the designed solution suggests employing roleplay revolving around a conflict between two disagreeing parties, who either by manipulation or facts tries through faceless communication to convince a third party to support their stance. The third party is made up of three groups of which two is subjugated to an echo chamber and therefore only receives information about one stance. This roleplay should be applied together with a preceding interdisciplinary feature week about the dissemination of news and its distribution on social media, and a subsequent discussion in plenum.