On September 20, I participated in a panel hosted by the Tanzania Centre for Democracy. My colleagues and I discussed the media environment from a 360-degree perspective, including its digital aspects.
One of the most challenging conversations was about finding solutions to help people navigate the rapidly evolving media landscape shaped by new and emerging technologies, especially artificial intelligence (AI). Although this topic has yet to become central to Tanzania’s media dialogue, its potential impact cannot be ignored. For instance, AI now enables the imitation of voices and images and the creation of videos that are difficult to distinguish as fake. This presents a new reality we all must address.
This conversation took place just weeks after I participated in a media trip to Finland, organized and supported by the Finnish Ministry for Foreign Affairs. In my presentation, I outlined why I think media literacy is a long-term solution, using experience from my visit to Finland. The visit offered key insights into how Finland prioritizes media literacy as a cornerstone of its society. I believe this approach is a long-term solution to addressing media challenges.
Media literacy in Finland
Experience shows that media platforms can change their trajectory, sometimes for the better and sometimes for the worse. Social media, too, can be a positive or negative space, as can digital tools. However, in all these cases, the audience is the ultimate target. What stood out to me in Finland was the emphasis placed on equipping the population with media literacy skills to navigate these complexities.
During the trip, I attended a presentation by Susanna Ahonen, a media education specialist working with the Finnish Council for Mass Media, a self-regulating, voluntary media committee. The council collaborates closely with Finland’s education sector, and one of its recent initiatives is The ABC Book of Media Literacy.
This book simplifies topics such as journalism, freedom of expression, and digital media into easy-to-understand content, using the alphabet as a framework. Each concept is explained in average no more than 100 words, making it highly accessible.
Finland’s education system further underscores its commitment to media literacy. From kindergarten to primary school, children are taught to identify misleading information through storytelling. In secondary schools, critical thinking and multi-platform information literacy are integral parts of the curriculum. In math lessons, students learn how statistics can be manipulated to mislead. In art, they analyze how images can convey different meanings based on context. In history, they study notable propaganda campaigns to understand their impact.
Lessons
We visited Siltamäen Ala-Aste Primary School, where I was struck by how students were tackling global information challenges similar to those faced by professionals in the media sector. Their lessons were practical, timely, and relevant to real-world issues.
Tanzania can draw several lessons from Finland, particularly the importance of collaboration between government and non-state actors to introduce media literacy into schools. Media practitioners also play a crucial role, as they are often on the front lines of technological innovation and the challenges that come with it.
The collaboration of non-state actors is crucial as it allows for expertise to triumph over politics or any other interest that might not lead to sustainable outcomes.
I also believe there is a need for a national program outside of school led by non-state actors to prepare the Tanzanian population about the impact of emerging technologies, in simple, relatable ways, using mediums that resonate with diverse audiences.
Tony Alfred K is a writer and analyst working with The Chanzo. He can be reached at tony@thechanzo.com and on X @tonyalfredk. Do you want to publish in this space? Contact our editor at editor@thechanzo.com.
