This study investigated the views of Bulacan Agricultural State College (BASC) students regarding their study of Philippine History in the “Age of Disinformation” in the aspect of cognitive-historical, digital literacy and pedagogical factors. A qualitative research design was employed through semi-structured interview to gather in-depth insights of the participants. The researcher utilized a validated researcher-made list of interview questions for the thirteen (13) student-participants who had taken the course HIST100 (Readings in Philippine History) from their previous semester. Thematic analysis was employed by the researcher towards its findings that revealed the cognitive-historical features that influence students in learning Philippine History are professors‟ proficiency, credibility of online resources, presence of social media, lack of reliable resources, and the educational system. The study identified also that in evaluating the credibility and reliability of the historical information, the students have digital literacy skills in looking at the source of information, looking at the author’s reputation and credibility, and cross referencing/fact-checking. Another generalization justified that faculty members who teach Philippine History provide credible and reliable historical evidence, correct false historical information, and are pedagogically competent in addressing the challenges of disinformation. Furthermore, the researcher recommends that Higher Education Institutions (HEIs) should strengthen their partnerships with historical organizations to build academic linkages, history professors should consider authentic assessments and real-life teaching methods in teaching Philippine History, and HEIs should be actively engaged in conferences that may allow both their professors and students to meet experts in the field of history, and to hear about latest researches and trends.

• Philippine History
• Age of Disinformation
• Cognitive-historical factors
• Digital Literacy
• Pedagogy in History

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