This study examines how emerging adults (ages 18–29) develop trust calibration in digital information environments through the integration of epistemic dispositions such as critical thinking and intellectual humility. Moving beyond misinformation detection skills, it conceptualizes trust as a dynamic, negotiated process shaped by how individuals evaluate, question, and interpret information. Drawing on interdisciplinary literature in information science, social epistemology, and learning sciences, this work develops a conceptual framework for understanding how questioning practices support trust judgments. The project outlines future empirical work and explores implications for educational interventions supporting emerging adults.
