By: Oluwaseye Ogunsanya
At a time when misinformation is gaining ground, impacting the young ones, the need for critical thinking and fact-checking skills is more crucial than ever. Recognizing this imperative, FactCheckAfrica, as part of its broader commitment to ensure that no one is left behind in the fight against misinformation, has launched its latest initiative, Fact-Check Champs, a gamified approach to education designed specifically for secondary school students across Nigeria. This innovative initiative, among other things, aims to equip young learners with the tools they need to navigate the complex landscape of information and misinformation.
Over the past two years, FactCheckAfrica has made significant strides in promoting fact-checking education across different demographics in Nigeria, leveraging cutting-edge tools, strategic partnerships, and grassroots outreach. Notable achievements include the launch of MyAiFactChecker, Africa’s first inclusive AI-powered fact-check chatbot, the development of a fact-checking and critical thinking curriculum for tertiary institutions, as well as the training of 41 fellows from various newsrooms and institutions across six African countries—Nigeria, Ghana, Burkina Faso, Cameroon, Sierra Leone, and Liberia—through the AI Journalism Fellowship. The introduction of Fact-Check Champs is yet a natural progression in the organization’s journey of carrying everyone along in the fight against misinformation.
The implementation of the Gamification Fact-Checking Flashcards Project has kicked off in earnest, with partnering organizations expanding the initiative’s reach and impact by engaging secondary school students across different parts of the country through the support of International Fact-Checking Network.
This initiative, rooted in expert validation by educational specialists and clinical psychologists, ensures that young learners develop critical thinking skills and become informed citizens capable of navigating misinformation. It also provided them with a foundational understanding of misinformation, its risks, and fact-checking techniques.
Fact-Check Champs Records Overwhelming Success in Ogun, Oyo, Imo and Lagos Schools
In Ogun State, the initiative was conducted in five schools in Sagamu and Isara, they include Remo Methodist High School, Sagamu, Remo Baptist Academy, Sagamu, Remo Anglican College, Isara Remo, Divine Life College, Sagamu as well as Yemi Ogunbiyi Anglican Schools, Sagamu.
According to the facilitator, Ven. Dr. Daniel Adedoyin Sosanya, 672 students participated in the interactive learning sessions, which incorporated clapping techniques such as typewriter and NEPA, logic puzzles, and scenario-based discussions to debunk common myths. A major highlight of the sessions was the debunking of the widely believed claim that Malt and Milk give blood, which surprised many students.
“The team leader posed a question; How true is the claim that ‘Malt and Milk give blood’?” The learners were surprised to learn that this widely believed notion is, in fact, false. The speaker stressed the importance of verifying information before accepting it as truth. The team leader proceeded by teaching the fact check terms, ways to spot fake content, the fact checking techniques and ways content spread. The learners were encouraged to develop a habit of consulting reliable sources to authenticate information, as not all information is valid.” The report stated.
Participants were also introduced to MyAiFactChecker for real-time verification, pledging to verify information before sharing it.
Similarly, in Oyo State, DIAF Communication Limited implemented the initiative in multiple schools in the Saki area of the state such as Muslim Secondary School, Ansarudeen High School, Community High School, Primerose Model High School and Sweet Mother College reaching 2,700 students between the ages of 13-18.
The facilitator stated that the sessions combined lecture-style presentations with gamification techniques, small-group discussions, and quiz competitions. Students were actively engaged in role-playing as journalists, verifying misinformation, and debating the ethical responsibilities in information-sharing.
They also added that the sessions raised awareness of relatable misinformation cases surrounding JAMB, WAEC and NECO timetable changes, false political claims and local governance, misleading narratives on religious and cultural beliefs affecting public perception as well as fake information on selling of Saki West Local Government Secretariat. Notably, their teachers also expressed commitment to integrating fact-checking education into school curricula, and many students showed interest in forming school-based fact-checking clubs to continue the work.
In Imo State, Harsco Global facilitated a session at St. Theresa’s Comprehensive Secondary School in Obowo, where 1,002 students, including those with disabilities, participated. Discussions in this location centered on AI-generated misinformation, media literacy, and responsible information-sharing.
The facilitator, Harriet C. Ijeomah noted that activities such as AI image analysis and WhatsApp message verification allowed students to see firsthand how easily misinformation spreads which therefore resulted in increased awareness of misinformation on WhatsApp among students and their families, with students pledging to fact-check news before sharing.
“Using a series of flashcards as a teaching guide, we presented them to the students while a team member showcased additional flashcards to reinforce the lesson. We also ensured that students had pens and paper for note-taking, informing them that four students would receive gifts. Following the structured sequence of the flashcards, we taught the students about accurate information, how to identify false information, the meaning of facts, and the importance of verifying news through reliable sources such as FactCheckAfrica.net and other national news platforms. Additionally, we explained how AI can generate misleading images that may appear truthful. The students grasped the concepts quickly, aided by engaging classroom activities.” Ijeomah said.
The facilitator added that teachers noted a shift in students’ skepticism toward unverified information and emphasized the need for more sessions in rural communities that are often overlooked in media literacy programmes.
Meanwhile, The Penner Paul Foundation facilitated the initiative in five secondary schools in Lagos including Femi Omolade Private School, Tokem Junior and Senior School, Victory Land College, Amazing Digital College, and Blooming Watercress School, all situated in the Alimosho and Ojo Local Government Areas.
The facilitator, Penner Paul Adedoyin, noted that the diverse group of students, aged 12 to 17, comprised 230 males and 251 females who actively took part in the sessions. He added that they explored ways to identify credible information, counter misinformation, and collaborate with peers and educators in the verification process. Each session lasted approximately two hours, creating an engaging and participatory learning environment.
“To encourage enthusiasm and active involvement, the foundation provided several incentives. A standout student received full sponsorship of their school fees, while other participants were awarded tokens such as financial support and inspirational books. In a symbolic stand against misinformation, one school was presented with a whistle, representing a call to vigilance in combating false information within their community. The initiative received overwhelmingly positive feedback. Many students expressed increased confidence in their ability to distinguish accurate information from falsehoods, pledging to apply their newfound fact-checking skills in their daily lives.” The facilitator said.
Teachers also noted a heightened level of engagement among students and a stronger grasp of media literacy concepts. A particularly striking moment during the sessions occurred when a student shared a personal experience of being misled by misinformation, sparking a deep and insightful discussion on the real-world impact of false narratives.
Conclusion
While the initiative has received positive feedback, it is important for FactCheckAfrica and its partners to expand its reach to more schools. Engaging government and policymakers to integrate fact-checking education into school curricula is essential. Additionally, provisions should be made for printed fact-checking materials for schools with limited digital access and fact-checking clubs within schools to foster a culture of critical thinking. Conducting follow-up training sessions for teachers will also be crucial to sustain the initiative’s impact.
The overwhelming success of the Fact-Check Champs initiative is a proof of the importance of engaging young minds in the fight against misinformation. By intentionally encouraging a culture of critical thinking, verification, and responsible media consumption, the initiative is shaping a generation of informed citizens who will stand against misinformation and safeguard the integrity of information.
