Pseudoscience spreads fast through social media, online fora and groups, reaching people who would not otherwise engage in scientific discussion, and it poses real risks — from public health (as seen during COVID) to holding back the progress of society. Universities must not pretend the problem does not exist. They should introduce general courses in creative thinking as well as debating skills and rhetoric, so that every graduate, regardless of programme, feels confident and equipped to challenge pseudo-scientific beliefs — from flat-earth claims to public-health myths — both by possessing the knowledge and by being able to argue for science accurately.