By Sainabou Sambou
In a groundbreaking move to modernize media education, The Gambia is set to integrate critical topics, such as hate speech, fact-checking, disability inclusion, and Artificial Intelligence (AI), into the curricula of its tertiary media institutions. The initiative, driven by the UNESCO Regional Office for West Africa Gambia, with support from the UN Peacebuilding Fund and The Gambia National Commission for UNESCO (NATCOM), convened university lecturers, students, civil society, and development partners for a national Training of Trainers and Course Representatives held at the Gambia Food and Nutrition Association (GAFNA) hall in Kanifing from May 27 to May 30, 2025.
The initiative aims to equip future journalists with the tools to navigate the challenges of a rapidly evolving digital landscape marked by misinformation, algorithmic biases, and social divisions. Professor Melchizedek Onobe, Dean of the University of The Gambia’s School of Journalism and Digital Media (SJDM), opened the event with a powerful call to action. “We are saturated, overrun, overwhelmed by information,” he declared. “In this digital age, media professionals must continuously learn and unlearn to stay relevant.”
He emphasized the need for a curriculum tailored to Gambia’s socio-cultural context, likening it to fabric that must be carefully cut and shaped to fit local realities.
Professor Onobe emphasized the importance of culturally sensitive approaches to addressing issues such as hate speech. “What qualifies as hate speech elsewhere may not resonate here. We must define it within our context,” he urged educators to ensure the curriculum reflects Gambia’s unique needs.
Ms. Fatou Njie, Program Officer at NATCOM for UNESCO, outlined the four pillars of curriculum reform: hate speech education, fact-checking, media and disability inclusion, and the use of AI in journalism. “Responsible journalism can elevate society, but it must be grounded in ethics, accuracy, and inclusivity,” she stated.
Njie highlighted hate speech as a global threat to peace, urging educators to teach students to distinguish between free speech and harmful rhetoric.
On fact-checking, she stressed its role in combating misinformation, which “threatens democracy and public safety.” She called future journalists “guardians of truth,” verifying information before amplifying it.
Njie also emphasized the importance of disability inclusion, advocating for journalism that goes beyond tokenism to produce accessible and empowering content for persons with disabilities.
She noted AI’s transformative potential in automating news and generating content, while warning of ethical challenges such as deepfakes and algorithmic bias. “Students must be prepared for both the opportunities and risks AI presents,” she said.
Prince Bubacarr Aminata Sankanu, a lecturer at UTG’s SJDM and Deputy Government Spokesperson, thanked the Government of The Gambia, UNESCO, the UN Peacebuilding Fund, and other partners for their support of the initiative.
He described the training as the culmination of the first phase of curriculum development, with plans to secure resources for the next stage of integrating these modules into tertiary syllabi and offering short courses in AI.
This initiative marks a pivotal shift in how media is taught and practiced in The Gambia, paving the way for a more ethical, inclusive, and informed media landscape.
