Kemiso Wessie
The African Journalism Education Network (AJEN) held its fourth annual Round Table from 3 – 5 September 2025 at the University of Media, Arts and Communication (UniMAC), Institute of Journalism, in Accra, Ghana. A central highlight of the gathering was the Day 2 Adenauer Media Lecture, delivered by Professor Claudia Nothelle of Magdeburg-Stendal University of Applied Sciences in Germany.
Her lecture, titled “Fake News and Fact-Checking: Understanding the Mechanisms Behind Modern Disinformation,” examined how disinformation spreads in today’s digital environment, how audiences respond, and what journalism educators and practitioners can do in response.
Professor Nothelle emphasised that disinformation is not new; propaganda and fabricated stories have long existed, but its scale, speed, and global reach have changed dramatically in the digital age. Though she discussed modern disinformation, Prof. Nothelle explains that the phenomenon itself is much older: “History is full of propaganda, hoaxes, and forged documents used to shape opinion,” she said.
Even well-intentioned citizens can become “unwitting amplifiers” of falsehoods by sharing unverified content, underscoring the urgency of awareness and education.
Drawing on media research, Nothelle explained that people are more likely to share claims that confirm their identity or politics. Posts that spark outrage, fear, or disgust are particularly effective at gaining traction online, feeding what she called the “outrage economy.”
She described the “illusion of truth effect,” where repetition makes falsehoods feel familiar and therefore credible. This makes simple corrections ineffective. “You can’t fight an emotional, identity-driven story with a dry correction,” she noted, pointing instead to “pre-bunking” teaching people about manipulation strategies before they encounter them as a more promising approach. Though she adds that, “You can’t rely on a one-time debunk because repetition keeps a falsehood alive.”
The lecture also addressed the role of generative AI and platform algorithms in amplifying disinformation. “Generative AI doesn’t just allow the creation of one convincing lie. It allows for thousands of variations of that lie, each tailored to a specific audience,” she explains. “And that is a game changer,” making detection and debunking far harder.
She cited examples from Germany, including AI-generated campaign images used by political parties to stoke fear around migration. Beyond AI, platform algorithms prioritise engagement over accuracy, allowing outrage and sensationalism to spread faster than fact-checked corrections.
Professor Nothelle highlighted the German refugee crisis and subsequent political debates as an example of how online misinformation reshaped public discourse. She also pointed to interference in German elections and disinformation surrounding the COVID-19 pandemic and the war in Ukraine.
Turning to Africa, she acknowledged the importance of locally relevant responses and noted promising media literacy initiatives in Ghana, where programmes extend beyond schools to communities and churches.
In her conclusion, Nothelle stressed that there is no single solution. “Fake news is not simply a matter of facts versus lies, that would be too easy. It is a structural challenge, amplified by technology and rooted in psychology,” she said. Fact-checking, while vital, “is always one step behind.” Education is essential but takes time, and regulation must balance free speech with accountability.
Quoting historian and philosopher Hannah Arendt, Prof. Nothelle reminded us that the most dangerous state is when people stop believing in anything at all. To prevent this, she urged journalists, educators, policymakers, and citizens to “build systems that make truth visible, trust durable, and manipulation difficult.” She acknowledges the weight of the task but adds that resilience is possible when technology, education, journalism, regulation, and community all work together; “Let’s commit to that.”
The lecture sparked a lively discussion among participants, particularly around the role of fact-checking, media literacy, and the responsibilities of journalism educators. For AJEN, the session reaffirmed the need to prepare the next generation of African journalists to navigate a media environment shaped by algorithms, AI, and information warfare.