Introduction

Entrusted with the responsibility of leading the Global Education 2030 Agenda through the Sustainable Development Goal 4, UNESCO’s Institute for Lifelong Learning in collaboration with the Media and Information Literacy and Digital Competencies Unit has recently launched a Media and Information Literacy Course for Adult Educators. The course aligns with The Pact for The Future adopted at The United Nations Summit of the Future, September 2024 - asking for increased efforts towards media and information literacy from its member countries. The course is free for Adult Educators to access and is available until 31st May 2025.

The Course

According to a report by Statista, 67.5% of the global population uses the internet. Regardless of the age and background of the users, there is a general lack of understanding on how to spot misinformation, targeted hate, and navigating online environments in a manner that is secure and efficient. Since misinformation (largely spread online) is enabled by the lack of awareness, digital literacy becomes increasingly important. The course is designed keeping in mind that many active adult educators are yet to get an opportunity to hone their skills with regard to media and information through formal education. Self-paced, a total of 10 hours, this course covers basics such as concepts of misinformation and disinformation, artificial intelligence, and combating hate speech, and offers a certificate on completion. 

CyberPeace Recommendations

As this course is free of cost, can be done in a remote capacity, and covers basics regarding digital literacy, all eligible are encouraged to take it up to familiarise themselves with such topics. However, awareness regarding the availability of this course, alongside who can avail of this opportunity can be further worked on so a larger number can avail its benefits.

‍

CyberPeace Recommendations To Enhance Positive Impact  

1. Further Collaboration: As this course is open to adult educators, one can consider widening the scope through active engagement with Independent organisations and even Individual internet users who are willing to learn.
2. Engagement with Educational Institutions: After launching a course, an interactive outreach programme and connecting with relevant stakeholders can prove to be beneficial. Since this course requires each individual adult educator to sign up to avail the course, partnering with educational universities, institutes, etc. is encouraged. In the Indian context, active involvement with training institutes such as DIET (District Institute of Education and Training), SCERT (State Council of Educational Research and Training), NCERT (National Council of Educational Research and Training), and Open Universities, etc. could be initiated, facilitating greater awareness and more participation.
3. Engagement through NGOs: NGOs (focused on digital literacy) with a tie-up with UNESCO, can aid in implementing and encouraging awareness. A localised language approach option can be pondered upon for inclusion as well.

Conclusion

Though a long process, tackling misinformation through education is a method that deals with the issue at the source. A strong foundation in awareness and media literacy is imperative in the age of fake news, misinformation, and sensitive data being peddled online. UNESCO’s course launch garners attention as it comes from an international platform, is free of cost, truly understands the gravity of the situation, and calls for action in the field of education, encouraging others to do the same.

References

1. ‍https://www.uil.unesco.org/en/articles/media-and-information-literacy-course-adult-educators-launched
2. https://www.unesco.org/en/articles/celebrating-global-media-and-information-literacy-week-2024
3. https://www.unesco.org/en/node/559#:~:text=UNESCO%20believes%20that%20education%20is,must%20be%20matched%20by%20quality.

Introduction and Brief Analysis

A movie named “The Artifice Girl” portrayed A law enforcement agency developing an AI-based personification of a 12-year-old girl who appears to be exactly like a real person. Believing her to be an actual girl, perpetrators of child sexual exploitation were caught attempting to seek sexual favours. The movie showed how AI aided law enforcement, but the reality is that the emergence of Artificial Intelligence has posed numerous challenges in multiple directions. This example illustrates both the promise and the complexity of using AI in sensitive areas like law enforcement, where technological innovation must be carefully balanced with ethical and legal considerations.

Detection and Protection tools are constantly competing with technologies that generate content, automate grooming and challenge legal boundaries. Such technological advancements have provided enough ground for the proliferation of Child Sexual Exploitation and Abuse Material (CSEAM). Also known as child pornography under Section 2 (da) of Protection of Children from Sexual Offences Act, 2012, it defined it as - “means any visual depiction of sexually explicit conduct involving a child which includes a photograph, video, digital or computer-generated image indistinguishable from an actual child and image created, adapted, or modified, but appears to depict a child.”

Artificial Intelligence is a category of technologies that attempt to shape human thoughts and behaviours using input algorithms and datasets. Two Primary applications can be considered in the context of CSEAM: classifiers and content generators. Classifiers are programs that learn from large data sets, which may be labelled or unlabelled and further classify what is restricted or illegal. Whereas generative AI is also trained on large datasets, it uses that knowledge to create new things. Majority of current AI research related to AI for CSEAM is done by the use of Artificial neural networks (ANNs), a type of AI that can be trained to identify unusual connections between items (classification) and to generate unique combinations of items (e.g., elements of a picture) based on the training data used.

Current Legal Landscape

‍

The legal Landscape in terms of AI is yet unclear and evolving, with different nations trying to track the evolution of AI and develop laws. However, some laws directly address CSEAM. The International Centre for Missing and Exploited Children (ICMEC) combats Illegal sexual content involving children. They have a “Model Legislation” for setting recommended sanctions/sentencing. According to research performed in 2018, Illegal sexual content involving children is illegal in 118 of the 196 Interpol member states. This figure represents countries that have sufficient legislation in place to meet 4 or 5 of the 5 criteria defined by the ICMEC.

CSEAM in India can be reported on various portals like the ‘National Cyber Crime Reporting Portal’. Online crimes related to children, including CSEAM, can be reported to this portal by visiting cybercrime.gov.in. This portal allows anonymous reporting, automatic FIR registration and tracking of your complaint. ‘I4C Sahyog Portal’ is another platform managed by the Indian Cyber Crime Coordination Centre (I4C). This portal integrates with social media platforms.

The Indian legal front for AI is evolving and CSEAM is well addressed in Indian laws and through judicial pronouncements. The Supreme Court judgement on Alliance and Anr v S Harish and ors is a landmark in this regard. The following principles were highlighted in this judgment.

‍

• The term “child pornography” should be substituted by “Child Sexual Exploitation and Abuse Material” (CSEAM) and shall not be used for any further judicial proceeding, order, or judgment. Also, parliament should amend the same in POCSO and instead, the term CSEAM should be endorsed.
• Parliament to consider amending Section 15 (1) of POCSO to make it more convenient for the general public to report by way of an online portal.
• Implementing sex education programs to give young people a clear understanding of consent and the consequences of exploitation. To help prevent Problematic sexual behaviour (PSB), schools should teach students about consent, healthy relationships and appropriate behaviour.
• Support services to the victims and rehabilitation programs for the offenders are essential.
• Early identification of at-risk individuals and implementation of intervention strategies for youth.

‍

Distinctive Challenges

According to a report by the National Centre for Missing and Exploited Children (NCMEC), a significant number of reports about child sexual exploitation and abuse material (CSEAM) are linked to perpetrators based outside the country. This highlights major challenges related to jurisdiction and anonymity in addressing such crimes. Since the issue concerns children and considering the cross-border nature of the internet and the emergence of AI, Nations across the globe need to come together to solve this matter. Delays in the extradition procedure and irregular legal processes across the jurisdictions hinder the apprehension of offenders and the delivery of justice to victims.

CyberPeace Recommendations

For effective regulation of AI-generated CSEAM, laws are required to be strengthened for AI developers and trainers to prevent misuse of their tools. AI should be designed with its ethical considerations, ensuring respect for privacy, consent and child rights. There can be a self-regulation mechanism for AI models to recognise and restrict red flags related to CSEAM and indicate grooming or potential abuse.

A distinct Indian CSEAM reporting portal is urgently needed, as cybercrimes are increasing throughout the nation. Depending on the integrated portal may lead to ignorance of AI-based CSEAM cases. This would result in faster response and focused tracking. Since AI-generated content is detectable. The portal should also include an automated AI-content detection system linked directly to law enforcement for swift action.

Furthermore, International cooperation is of utmost importance to win the battle of AI-enabled challenges and to fill the jurisdictional gaps. A united global effort is required. Using a common technology and unified international laws is essential to tackle AI-driven child sexual exploitation across borders and protect children everywhere. CSEAM is an extremely serious issue. Children are among the most vulnerable to such harmful content. This threat must be addressed without delay, through stronger policies, dedicated reporting mechanisms and swift action to protect children from exploitation.

‍

References:

• https://www.sciencedirect.com/science/article/pii/S2950193824000433?ref=pdf_download&fr=RR-2&rr=94efffff09e95975
• https://aasc.assam.gov.in/sites/default/files/swf_utility_folder/departments/aasc_webcomindia_org_oi d_4/portlet/level_2/pocso_act.pdf
• https://www.manupatracademy.com/assets/pdf/legalpost/just-rights-for-children-alliance-and-anr-vs-s‍harish-and-ors.pdfhttps://www.icmec.org‍https://www.missingkids.org/theissues/generative-ai

‍

Introduction

Social media platforms have begun to shape the public understanding of history in today’s digital landscape. You may have encountered videos, images, and posts that claim to reveal an untold story about our past. For example, you might have seen a post on your feed that has a painted or black and white image of a princess and labelled as "the most beautiful princess of Rajasthan who fought countless wars but has been erased from history.” Such emotionally charged narratives spread quickly, without any academic scrutiny or citation. Unfortunately, the originator believes it to be true. 

Such unverified content may look harmless. But it profoundly contributes to the systematic distortion of historical information. Such misinformation reoccurs on feeds and becomes embedded in popular memory. It misguides the public discourse and undermines the scholarly research on the relevant topic.  Sometimes, it also contributes to communal outrage and social tensions. It is time to recognise that protecting the integrity of our cultural and historical narratives is not only an academic concern but a legal and institutional responsibility. This is where the role of the Ministry of Culture becomes critical.

‍

Pseudohistorical News Information in India

Fake news and misinformation are frequently disseminated via images, pictures, and videos on various messaging applications, which is referred to as “WhatsApp University” in a derogatory way. WhatsApp has become India’s favourite method of communication, while users have to stay very conscious about what they are consuming from forwarded messages. Academic historians strive to understand the past in its context to differentiate it from the present, whereas pseudo-historians try to manipulate history to satisfy their political agendas. Unfortunately, this wave of pseudo-history is expanding rapidly, with platforms like 'WhatsApp University' playing a significant role in amplifying its spread. This has led to an increase in fake historical news and paid journalism. Unlike pseudo-history, academic history is created by professional historians in academic contexts, adhering to strict disciplinary guidelines, including peer review and expert examination of justifications, assertions, and publications.

‍

How to Identify Pseudo-Historic Misinformation 

1. Lack of Credible Sources: There is a lack of reliable primary and secondary sources. Instead, pseudohistorical works depend on hearsay and unreliable eyewitness accounts.

2. Selective Use of Evidence: Misinformative posts portray only those facts that support their argument and minimise the facts which is contradictory to their assertions.  

3. Incorporation of Conspiracy Theories: They often include conspiracy theories, which postulate secret groups, repressed knowledge. They might mention that evil powers influenced the historical events. Such hypotheses frequently lack any supporting data. 

4. Extravagant Claims: Pseudo-historic tales sometimes present unbelievable assertions about historic persons or events. 

5. Lack of Peer Review: Such work is generally never published on authentic academic platforms. You would not find them on platforms like LinkedIn, but on platforms like Instagram and Facebook, as they do not pitch for academic publications. Authentic historical research is examined by subject-matter authorities. 

6. Neglect of Established Historiographical Methods: Such posts lack knowledge of a recognised methodology and procedures, like the critical study of sources.

7. Ideologically Driven Narratives: Political, communal, ideological, and personal opinions are prioritised in such posts. The author has a prior goal, instead of finding the truth.

8. Exploitation of Gaps in the Historical Record: Pseudo-historians often use missing or unclear parts of history to suggest that regular historians are hiding important secrets. They make the story sound more mysterious than it is. 

9. Rejection of Scholarly Consensus: Pseudo-historians often reject the views of experts and historians, choosing instead to believe and promote their strange ideas.

10. Emphasis on Sensationalism: Pseudo-historical works may put more emphasis on sensationalism than academic rigour to pique public interest rather than offer a fair and thorough account of the history.

‍

Legal and Institutional Responsibility

Public opinion is the heart of democracy. It should not be affected by any misinformation or disinformation. Vested interests cannot be allowed to sabotage this public opinion. Specifically, when it concerns academia, it cannot be shared unverified without any fact-checking. Such unverified claims can be called out, and action can be taken only if the authorities take over the charge. In India, the Indian Council of Historical Research (ICHR) regulates the historical academia. As per the official website, their stated aim is to “take all such measures as may be found necessary from time to time to promote historical research and its utilisation in the country,”. However, it is now essential to modernise the functioning of the ICHR to meet the demands of the digital era. Concerned authorities can run campaigns and awareness programmes to question the validity and research of such misinformative posts. Just as there are fact-checking mechanisms for news, there must also be an institutional push to fact-check and regulate historical content online. The following measures can be taken by authorities to strike down such misinformation online: 

1. Launch a nationwide awareness campaign about historical misinformation.
2. Work with scholars, historians, and digital platforms to promote verified content.
3. Encourage social media platforms to introduce fact-check labels for historical posts.
4. Consider legal frameworks that penalise the deliberate spread of false historical narratives.

History is part of our national heritage, and preserving its accuracy is a matter of public interest. Misinformation and pseudo-history are a combination that misleads the public and weakens the foundation of shared cultural identity. In this digital era, false narratives spread rapidly, and it is important to promote critical thinking, encourage responsible academic work, and ensure that the public has access to accurate and well-researched historical information. Protecting the integrity of history is not just the work of historians — it is a collective responsibility that serves the future of our democracy.

‍

References:

1. https://kuey.net/index.php/kuey/article/view/4091 
2. https://www.drishtiias.com/daily-news-editorials/social-media-and-the-menace-of-false-information 

‍