CHAPTER -IV

DATA ANALYSIS, INTERPRETATIONS & FINDINGS

This study, Fake News on Social Media: Awareness, Interventions and Regulations

in India, aims to explore and find the preparedness level of media students of India in

tackling fake news. The study has taken into account certain factors that contribute to the

prepared to tackle fake news. The media students, being the upcoming media practitioners,

it is very important to understand how well they are equipped to understand fake news, its

leakages through mainstream media, its proliferation, circulation, concerns, challenges, and

to tackle fake news once they are working in the industry.

The study has also taken into consideration the awareness level of the media

students of the different types of interventions available and regulations provided in the

legal framework of India against fake news. Background to establish the context, accounts

for the study of the present position of fake news leakage, proliferation, and circulation on

social media through the content analysis of debunked fake news cases, and the statistics of

cases has been studied through literature review of information available in the public

domain of Crime Bureau of India.

Also in-depth interviews were conducted to understand the viewpoints of the

current media practitioners on fake news and the requirement for the preparedness of the

media students of India who are going to be the upcoming media practitioners.

This chapter elucidates analyzing, interpreting, and inferring data collected to test the

hypothesis and achieve the objectives and research questions. The universe considered for

the study is the media students of media, journalism and mass communication institutions
of India. In this study, a survey of 100 respondents of media students, 10 debunked fake

news stories, and interviews with 5 practicing media professionals were conducted.

The research objectives have been formulated on the basis of the literature

collected, which underlines important factors that give rise to the research questions. Based

on the research questions hypothesis has been formulated to determine its acceptance. It

was important to conduct a study on the content analysis of debunked fake news and take

in-depth interviews of practicing media professionals to link it to the objectives, to further

strengthen it.

In this study qualitative research tool has been used for content analysis of

debunked fake news to determine the theme, format of the content, classification, intention,

and magnitude of hazard posed by the fake news post. Also in this study, the in-depth

interviews have been analyzed using a qualitative research tool to understand their

viewpoint and to assess the status of the fresh media students recruited in the industry. The

survey was conducted to find out the media literacy levels of the media students, their

personality traits, their awareness levels of fake news, and their awareness of fake news

interventions based on the theory of planned behavior (TPB).

Analyzing Fake News Published by Mainstream Media

A web survey was conducted to analyze the prevalence of fake news stories

published by mainstream media outlets in Delhi NCR. A purposive sampling was done, and

75 samples of debunked fake news stories were collected from the Zee News & India T.V.

& website for analysis. Zee News website was considered for collecting samples because it

is an authentic, leading debunker of misinformation and an awarded fact-checking site .

The samples were categorized based on their themes, including health, religion, politics,

crime, entertainment, and media analysis.

The format of the content of the collected fake news stories can be categorized in

text, images, and videos. These stories gained high engagement and shares on social media

platforms. This finding indicates that fake news leakages frequently occur in the

mainstream Indian media.

S.No. Topic Theme Date Content Platform Engageme

(health, Published Type nt

religion,

politics,

crime,

entertainm

ent, Media

analysis)

1 BJP Bihar Politics 16TH Photo Twitter High

Minister OCTOBER Facebook

shares 2024

image of

flyover in

Hyderabad

as Bihar
2 Video of Religion 19 Video Facebook High

woman OCTOBER Twitter

claiming 2024

she was

tricked into

marriage

viral with

false

‘Hindu-

Muslim’

spin

3 Urfi Javed Society 7 Video Twitter High

is not SEPTEMB

related to ER 2024

Javed

Akhtar and

Shabana

Azmi; false

claim viral

4 Zee Health 31 Video TV to High

Hindustan MARCH Facebook,

links video 2025 Twitter,

 from WhatsApp

Ecuador to

ANM

booked in

UP for

throwing

vaccine-

filled

syringes

5 Republic, Politics 2 APRIL Video News site High

TV9 air 2025 to Twitter

video game

clips as

Pakistani

airforce

attack in

Panjshir,

Afghanista

6 Amnesty Media 4 APRIL Video News Site, High

has not analysis 2025 Twitter,

‘backtracke YouTube
 d’ on the

Pegasus

list; media,

BJP make

false

claims

7 India Media 10 APRIL Video News Site, High

Today, Aaj analysis 2025 Twitter,

Tak run YouTube

news on

Ahmad

Massoud

based on

fake

Twitter

handle

8 Republic, Media 18 APRIL Video News Site, High

TV9 air analysis 2025 Twitter,

video game YouTube

clips as

Pakistani

airforce
 attack in

Panjshir,

Afghanista

Table 4.1 Debunked Fake News

The findings from the descriptive analysis of the debunked fake news on social media

shows that

The consequences of fake news leakages through mainstream media can be

disastrous, as it has the potential to misinform and manipulate the public, erode trust in

media, and create social unrest and divisions (Sharma, 2024). It is therefore quite crucial to

implement appropriate interventions and regulations to address this issue effectively.

An important aspect of combating fake news is ensuring that media professionals who are

responsible for publishing news content undergo proper training in media and digital

literacy and also in fact-checking tools and techniques. By equipping them with these

essential skills, they will be better prepared to identify and prevent the dissemination of

fake news stories.

Also, it is equally important that the media students in India also receive proper media and

digital literacy in their under graduate level so that they are well prepared and trained to

tackle fake news once they enter the industry as professionals. As future professionals

entering the industry, these students should be well equipped with the necessary knowledge

and skills to critically evaluate information and verify its authenticity before publishing or

sharing it to eliminate any chances of disastrous situation happening in the society.

The findings highlight the urgent need for interventions and regulations to address the

regular occurrence of fake news within mainstream Indian media.

Platform Collaboration: Tech companies should offer real-time dashboards on fake news

trends for researchers and regulators.

The growing prevalence of fake news broadcasts on social media and mainstream

news platforms presents a serious challenge to information integrity in today's digital age.

The data analyzed showcases various cases where misinformation was deliberately spread

across platforms like Facebook, Twitter, WhatsApp, and even television channels such as

Republic TV and Zee Hindustan. These fake stories span themes such as politics, religion,

health, media analysis, and entertainment. Political misinformation, such as misattributed

infrastructure images or fake international incidents, is commonly used to influence public

opinion and manipulate electoral narratives. Religious disinformation, especially those

involving fabricated interfaith controversies, tends to spark communal tension and polarize

society. Health-related fake news, particularly surrounding vaccines, creates panic and

erodes public trust in science and healthcare systems.

Traditional media is also complicit, with examples where TV channels aired video

game footage as real military attacks, revealing a severe lack of editorial verification.

Similarly, celebrity gossip and misinformation about public figures are used to drive viral

engagement, despite being factually incorrect. These stories often go viral due to the

emotional appeal they carry, coupled with social media algorithms that prioritize
sensational content. High engagement levels suggest that users tend to interact more with

dramatic or controversial information, regardless of its authenticity.

The findings underline the urgent need for multi-level interventions. This includes

improving algorithmic accountability, implementing wide-reaching media literacy

programs, and strengthening partnerships between newsrooms and independent fact-

checking organizations. Legal and regulatory frameworks must also evolve to address the

growing menace of misinformation across both digital and traditional media channels.

Without these measures, the unchecked spread of fake news will continue to mislead the

public, disrupt social harmony, and weaken democratic institutions.

Analyzing Preparedness Level of Media Students of India to Tackle Fake News

Media being the fourth pillar of democracy and with over a thousand media, journalism and

mass communication institutions in India (Singh, 2022) [228], it is very important for the

media students to be well prepared to tackle fake news once they get into the profession in

the media industry. Fake news is a prevalent problem, and it is becoming increasingly

difficult to differentiate between truth and falsehood. With the rise of social media, it is

effortless to spread misinformation, and this has become a significant issue in the media

industry.

The first reason why it is important for media students to be well prepared to tackle fake

news is that the media has a significant influence on society. The media shapes public

opinion, and people rely on the news to make informed decisions. If the news is not

accurate, it can have a detrimental effect on society. Fake news can create chaos, mistrust,
and division. Therefore, media students need to be equipped with the necessary skills to

identify and combat fake news.

The second reason is that fake news can damage the reputation of the media industry. If

people lose trust in the media, it can be challenging to regain that trust. Therefore, media

students must be well prepared to tackle fake news to ensure that they maintain the

credibility of the media industry. They need to learn how to fact-check, verify sources, and

distinguish between credible and non-credible information.

The third reason why media students need to be well prepared to tackle fake news is that

they have a responsibility towards the society. The media, being the fourth pillar of

democracy, has a duty to inform the public accurately and objectively. If the media fails to

do so, it can have disastrous consequences. Therefore, media students must be prepared on

how to be responsible journalists who are committed to delivering accurate and unbiased

news.

The fourth reason is that media students should have the ability of critical thinking against,

if any, the odds of stereotypes, conservative family backgrounds, personal biases,

orientation or personality traits. They should be prepared to understand the importance of

ethics in journalism. They should be educated on the principles of journalistic balance,

ethics and how to uphold themselves in their reporting. They should possess an

understanding of how to report objectively, avoid bias, and maintain their integrity as

journalists. In order to achieve this, a subject on media and digital literacy should be

compulsory as major in the Journalism and Mass Communication course curriculum in

India.

Design: Survey Questionnaire

A survey questionnaire was designed for analyze the preparedness level of the media

students in India and do determine the factors and variables on which it sets in order to

design a curriculum based on the outcome of the factor analysis. The questionnaire was

prepared on a Google form and rolled out. A snowball sampling method was used for

conducting the survey. The survey questions prepared on Google form was sent across to

the available contacts in the different media, journalism and mass communication

universities and colleges across India and take their help to get the survey forms filled by

the media students from their institutions. Due to constraints it was not possible to conduct

the survey evenly across east, west, north, south and central India, the five zones. So a

convenient sampling method was used to cover all the five zones as much as possible

within the means.

Method: Analysis of Survey Questionnaire

For the survey, a questionnaire with 10 questions was prepared on Google Forms, and a

purposive sampling technique was employed to collect responses. In the introduction, there

were four generic questions in the survey questionnaire which have no relevance in the

study so they were removed from the study. The analysis has been conducted on 10

questions from the survey questionnaire. The analysis of nominal data type questions has

been represented and analyzed through frequency tables and graphs. The ordinal data type

of 10 questions, which use a Mix Type Option, have been mapped as factors to design the

constructs for confirmatory factor analysis. These factors individually have also been

represented and analyzed tough frequency tables and graphs.

 Cognition which directs personal beliefs and opinions of students attributes to

attitude formation towards involvement and engagement with fake news on social media

Type of content consumed by students and social media algorithm attributes to their

involvement and engagement with fake news, effecting the sharing behaviour on social

media.

Lack of knowledge of students regarding fake news characteristics, fact checking

tools and other interventions attributes to poor understanding of fake news and control on

sharing behaviour

The findings from the survey through a questionnaire rolled out amongst Delhi

NCR reveal that out of the N=75 sample, attended a program on media literacy.The

interpretation of these findings can be further analyzed as follows:

1. Importance of Media Literacy Programs: This suggests that there is

recognition among a substantial portion of the student regarding the

significance of media literacy.

2. Scope for Improvement: As the findings suggest that 45% of media students

did not attended media literacy program which indicates that there is still

requirement for improvement in terms of ensuring widespread

implementation of media literacy education and initiatives.

3. Potential Impact on Media Ecosystem: The uneven distribution of media

literacy program attendance among media students suggests that there may

be variations in the level of media literacy knowledge and skills within the

student community. This disparity could have implications for the overall

media ecosystem. Efforts should be made to bridge this gap and ensure that
 all media students have equal opportunities to enhance their media literacy

competencies.

To further strengthen media literacy initiatives, the following recommendations can be

considered:

1. Integration in curriculum: a regular major subject on media and digital literacy

should be included in the course curriculum.

2. Collaborations between educational institutions and media organizations: this can

help integrate media literacy programs with hands on training, ensuring that all

students receive formal education in media literacy though experiential learning.

3. Enhancing accessibility: Initiatives needs to be taken to make media literacy

programs more accessible to all media students, regardless of their geographical

location or educational background.

The findings from the survey questionnaire on the platform used most indicate that out of

sample size of N=100, 16 use Facebook most, 12 use Twitter most, 30 use Instagram most,

7 uses LinkedIn most, 08 use YouTube most, and 27 use WhatsApp most.

The interpretation of these findings can be analyzed as follows:

1. Instagram as the Dominant Platform: The survey findings reveal that Instagram is

the most frequently used social networking site among the media students, with 30

respondents, that is 60.7% of the sample, selecting it as their preferred platform.

This suggests that Instagram plays a significant role in their social media

engagement and potentially in their exposure to content, including fake news.

2. WhatsApp as a Key Communication Channel: The findings also suggest the usage

of WhatsApp as a social networking site, with 28 respondents, that is 22.7% of the

 sample, using it most. WhatsApp emerges as a relevant platform for communication

and content sharing. Due to its widespread use and the ease of sharing information,

including news and articles, there is a potential risk of encountering and spreading

fake news through this medium.

3. It emerged that a smaller number of respondents selected Facebook, Twitter,

LinkedIn, and YouTube as their most used social networking sites. The significance

of these platforms cannot be ignored in the broader social media landscape. These

platforms provide opportunities for the dissemination of news and information,

including both credible and fake news. Media students who use these platforms

must exercise caution and use their critical thinking skills when engaging with news

content.

To strengthen the digital landscape, the following recommendations can be considered:

1. Understanding Platform-Specific Risks: Different social networking sites present

varying risks in terms of fake news dissemination. Visual-based platforms like

Instagram and YouTube may be susceptible to the spread of misleading visuals and

videos, while text-based platforms like Twitter and Facebook may be prone to the

rapid dissemination of unverified information. Recognizing these platform-specific

risks is crucial for media students to develop effective strategies for identifying and

combating fake news.

2. Importance of Media Literacy on Social Media: Media students should be equipped

with the skills to critically evaluate and verify information they come across on

social media sites to mitigate the potential spread of fake news.

Analysis of In-depth Interviews

In-depth interviews were conducted with a diverse group of practicing media professionals,

including journalists, editors, and senior editors. The selection was based on

purposive/convenient sampling. The interviews were structured and the questions posed

were open ended, more of a discussion in nature. The participants were chosen based on

their experience and expertise in the field. The in-depth interviews were conducted

telephonically and recorded for keeping a record and for interpretation.

Insights and opinion on the slips and leakages of fake news in the main stream media

The first question was to explore the participants' perspectives on the slips and leakages of

fake news in mainstream media, reasons behind such occurrences, and the measures taken

to rectify the situation.

The feedback received from in-depth interviews with practicing media professionals

highlights the key reasons behind slips and leakages of fake news in the mainstream media

The feedback received from in-depth interviews conducted with practicing media

professionals regarding their opinions on the slips and leakages of fake news in the

mainstream media, highlights the key factors contribute to the occurrence of such slips,

including the "mad rush" to publish first, negligence in verification and factchecking,

ignorance among journalists, and the shared accountability of senior editors. The interview

discussion also shed light on the actions taken by the media organization to address these

slips, such as removing or correcting the stories and publishing disclaimers.

Findings:

1. Social Media a Big Cause: Most of the interviewees were of the opinion that social

media is one of the major causes giving rise to fake news. There is too much of

information flow due to the popularity of social media. Uncontrolled and

 unregulated content is published by many unknown authors which may be picked

up for a half-baked story, or for click baits or sensational news to get traffic or

popularity. Fake news is only going to increase by the day if it is not checked at the

awareness stage.

2. "Mad Rush" and Urgency to Publish First: All the interviewees agreed that the

competitive nature of the media industry often leads to a "mad rush" to publish

breaking news first without thorough verification. Journalists are under pressure to

report news quickly to capture audience attention and maintain their organization's

competitiveness. This urgency and rush to publish story first increases the chances

of slips and leakages of fake news or factually incorrect news.

3. Negligence in Verification and Fact-Checking: Interviewees highlighted the

importance of rigorous fact-checking and verification processes to maintain the

credibility of news. However, some journalists may neglect these processes due to

time constraints, inadequate resources, or lack of awareness about reliable fact-

checking methodologies. This negligence contributes to the dissemination of

inaccurate or fake news.

4. Ignorance Among Journalists: The interviews revealed that some slips and leakages

of fake news occur due to the ignorance of journalists. In a fast-paced news

environment, journalists may not possess comprehensive knowledge on specific

topics or may misinterpret information. Lack of subject matter expertise, especially

in complex or technical areas, can inadvertently result in the spread of

misinformation. Also inadequate or wrong use of vocabulary may result in wrong

interpretation of the news.

 5. Snackable Content: The rise of social media platforms has led to a surge in

snackable content. Mainstream media outlets also creates such content for social

media. Such contents may also be in the form of short videos. This type of content

is often used to reach out and attract a wider audience on social media platforms.

Since snackable content are very short, such content may be half-baked, may not

provide a complete story, there may be missing parts, story may be unclear and may

result in misinterpretation and misleading information. This, in turn could lead to

misinformation and misunderstandings among audiences, which may potentially

have harmful or detrimental consequences. One of the biggest risks of snackable

content is that it is often shared widely on social media. This can be particularly

dangerous when the content is misleading or incomplete as it can lead to a

cascading effect of misinformation. When masses forward such content, it can

become viral and may end up being seen by millions of people before it gets

corrected.

6. Accountability of Senior Editors: The feedback from the interviewees emphasized

that senior editors play a crucial role in ensuring the accuracy and authenticity of

news published by their organizations. As the gatekeepers, senior editors are

responsible for approving each story before it goes live. If slips and leakages of fake

news occur, senior editors also share the accountability for negligence in overseeing

the verification process. Unfortunately, most of the times the brunt is bore by the

junior journalists in the organization.

Measures taken by the organizations to address the slips and leakages:

 1. Story Removal or Correction: When slips and leakages of fake news are identified,

media organizations take swift action to rectify the situation. The incorrect or

misleading story is promptly removed from the publication's platforms or corrected

with accurate information.

2. Publishing Disclaimers: In order to maintain transparency and rectify any errors,

media organizations often publish disclaimers and corrigendum alongside corrected

or retracted stories. These disclaimers aim to inform readers about the mistake and

provide accurate information. But also pointed out by some of the interviewees was

that people after going through the story once do not revisit the story again so that is

a drawback.

3. Efforts are being made by the journalists and media organizations to get training in

fact checking tools and techniques. Many of the journalists try to attend various

training sessions and camps on fact checking and debunking fake news organized

by organizations such as Google News Initiative, Facebook and the like.

Opinion on the preparedness to deal with fake news of the media students in India

who enter as fresher in the industry

This interview question was designed to explore the perspectives of the practicing media

professionals on the preparedness of media students in tackling fake news, their suggestions

for improvement, and for recommendations, if any, regarding modifications in the

curriculum of media studies to address the issue of preparedness of the media students of

India in tackling fake news.

The detailed explanation received from in-depth interviews conducted with practicing

media professionals regarding their opinions on the preparedness of media students in India
to deal with fake news as they enter the industry as fresher and young professionals

suggests, that these students lack the necessary skills and awareness to spot fake news or

click baits, don’t know about the tools of fact checking and are not prepared to effectively

tackle fake news. The interviewees emphasized the need for media students to be educated

on fake news identification, fact-checking tools and techniques, and practical knowledge/

application during their undergraduate degree.

Findings:

1. Lack of Awareness and Knowledge: According to the feedback received, media

students entering the industry as fresher and as young professionals often lack

awareness and knowledge about identifying fake news. Most of them don’t have

any knowledge of the fact checking tools. They are not in a habit of fact checking.

They have no idea on utilizing fact-checking tools and techniques. They may not

actively engage in the process of fact-checking, leading to the unintentional spread

of misinformation. On the contrary, there were some responses, that the young

generation is smart and may know what is fake news.

2. Timing of Fake News Education: All the interviewees were of the opinion that

media students should be introduced to the concept of fake news and its

implications during their undergraduate degree. Students should be taught the fact

checking tools. Most of them emphasized the need for a major subject on fake news

to be included in the media studies syllabus.

3. Suggested Curriculum Changes: The interviewees proposed various suggestions

regarding the curriculum modification in media studies to prepare students to tackle

fake news effectively.

Understanding the factors that drive individuals to share fake news on social media

platforms is crucial for developing effective strategies to mitigate the spread of fake news

and promote responsible online behavior.

Analysis Based on Interviews Conducted

To grasp the complex views on fake news, interviews were carried out with professionals in

the media field, educators in journalism, and advanced students of media studies. The

answers revealed both optimistic and pessimistic perspectives, summarized as follows:

To understand the multi-dimensional perspectives on fake news, interviews were conducted

with media professionals, journalism educators, and senior media students. The responses

presented both positive and negative viewpoints, as outlined below:

1. What do you think about the leakages of fake news in mainstream media?

Some participants expressed concern that fake news often leaks due to political influence,

sensationalism, or lack of verification, which tarnishes the credibility of the media. Others

argued that while occasional errors occur, mainstream outlets generally follow editorial

checks, and the problem is more severe in social media than in traditional media.

2. What do you think about the preparedness of media students in India who enter as

freshers in the industry?

Responses varied: some believed that students are well-aware of digital trends and fact-

checking tools due to academic exposure. However, others highlighted that freshers often

lack practical newsroom experience and critical editorial judgment, making them

vulnerable to spreading misinformation.

3. What is your opinion on the critical thinking and personality traits of media

practitioners?
Many interviewees emphasized that critical thinking, ethical grounding, and courage are

essential for journalists to question sources and resist propaganda. On the other hand, a few

noted that pressures like job insecurity and newsroom politics dilute these traits in real-

world practice.

4. Knowledge-based intervention – Will training help? How?

Most participants agreed that structured training programs on media ethics, verification

tools, and fact-checking techniques can improve accuracy and responsibility. However,

some cautioned that theoretical training must be complemented by hands-on experience and

mentorship in actual newsrooms.

5. Legal intervention – What stringent laws should be there? Compare with other

countries.

The need for stricter laws was a common opinion. Some suggested criminal penalties and

digital regulatory bodies. Germany’s NetzDG law and Singapore’s Protection from Online

Falsehoods Act (POFMA) were cited as strong deterrents. Yet, concerns were raised about

potential misuse of such laws to suppress dissent and control narratives.

6. Certification agencies (like ISO) – Do you agree with the statement that

certification agencies for news sites will help?

The idea received mixed reactions. Supporters believed certification would help audiences

trust verified sources and encourage quality journalism. Critics feared it could become a

tool for government control or corporate favoritism, especially if not managed by

independent, unbiased bodies.

Analysis Based on Web Survey Questionnaire (Google Form)

Fig. 4.1
 Which platform do you use?

35

30

25

20

15

10

0
Instagram Facebook Whats App Youtube

Fig. 4.2

How many times on an average do you

access /open social media sites /apps a day?

40
35
30
25
20
15
10
5
0
Always Sometimes Rarely

Fig. 4.3
 Do you believe in the content you consume?

60
50
40
30
20
10
0
Yes No

Fig. 4.4

How much time you spent on social media?

25

20

15

10

0
Hours 2 Hours 4 Hours 6 Hours 8

Fig. 4.5
 Can you identify fake news?

50
45
40
35
30
25
20
15
10
5
0
Yes No

Fig. 4.6

Do you share news stories on Whatsapp &

other social media platforms?

40
35
30
25
20
15
10
5
0
Always Never Rarely Sometimes

Fig. 4.7
 Do you fact check before sharing the news
story?

60
50
40
30
20
10
0
Yes No

Findings:

1. Education & Social Media Usage:

o All respondents are educated (mostly Bachelors and Postgraduates).

o 100% of respondents use social media, indicating high digital engagement.

2. Time Spent on Social Media:

o Majority spend 2–4 hours daily, with a significant number spending more

than 6 hours.

3. News Consumption via Social Media:

o Most people read news on platforms like Instagram, Facebook, and

Inshorts.

o Frequency of discussing or sharing news varies, with many choosing

"sometimes" or "rarely."

4. Trust & Identification of Fake News:

o A mixed response on belief in content (some believe, some don’t).

 o A substantial number cannot identify fake news confidently.

5. Sharing Behavior:

o Many respondents rarely or never share news on platforms like WhatsApp.

o Majority do not fact-check news before sharing.

o Among those who do fact-check, methods vary (some mention "Google

search" or "cross-checking with known sources").

6. Perception of Fake News:

o Reasons for circulation include: money, misleading intent, fun, and

political motives.

o Most respondents agree that fake news has negative consequences (social

tension, misinformation, panic, etc.).

Conclusion:

The research reveals that while social media is a dominant source of news for educated

users, awareness and practices around fake news identification and fact-checking are

limited. Even though users acknowledge the harmful effects of misinformation, there’s a

clear gap in media literacy, particularly in verifying and responsibly sharing content.

This highlights a critical need for digital media literacy programs and fact-checking

education to empower users to navigate information responsibly in an age of abundant

(and often misleading) online content.

Research Findings

1. Fake News in Mainstream Media

 ● Fake news leakages do occur in Indian mainstream media and often gain high

engagement on platforms like Facebook, Twitter, and YouTube.

● Themes include politics, religion, health, media analysis, and society.

● The formats vary between text, image, and video, often circulated by major media

houses.

● These stories were sourced from credible fact-checkers (e.g., AltNews),

highlighting mainstream complicity.

Implication: There is a serious credibility crisis in the Indian media, requiring strong

interventions and training in fact-checking for working journalists.

2. Preparedness of Media Students

● A significant portion of students lack proper training in fake news detection and

fact-checking tools.

● Only 57% of students had attended any media literacy program; 43% had not.

● Students largely use platforms like Instagram and WhatsApp—both known for viral

misinformation.

Implication: There is an urgent need to include media and digital literacy as a core

subject in journalism curricula.

3. Survey-Based Findings

● 100% of students use social media, with majority spending 2–4 hours daily.

● Many do not discuss or share news frequently.

● A substantial number do not believe in or verify the content they consume.

● Fake news is often shared without fact-checking, due to:

o Lack of awareness
 o Belief in authenticity

o Absence of verification habits

Main motives for fake news sharing include: money, fun, misleading intent, and

propaganda.

4. Insights from Media Professionals (Interviews)

● Key causes of fake news leakages in newsrooms:

o Rush to publish first (“mad rush” culture)

o Poor editorial oversight

o Lack of subject expertise

o Dependence on “snackable content” for engagement

o Inadequate use of fact-checking tools

● Media professionals agreed that current journalism graduates are not fully prepared.

● Suggested curriculum reforms:

o Include fact-checking tools

o Train in ethical journalism

o Focus on critical thinking and bias recognition

Platform-Specific Risks

● Instagram and WhatsApp are major platforms for student news consumption.

● These platforms facilitate viral misinformation through visuals, short videos, and

unverified content.

Recommendation: Teach students to identify platform-specific risks and verify content

before engagement or sharing.

Conclusion
This research underscores a growing vulnerability in both the media industry and its future

workforce (media students) concerning fake news. Despite recognizing the harmful impact

of misinformation, both groups show gaps in media literacy, fact-checking, and ethical

awareness.

Recommendations

● Media literacy and digital verification techniques must be integrated into journalism

education.

● Media organizations should train staff in modern fact-checking methods.

● Greater accountability and stronger editorial practices must be promoted.

● Collaboration between educational institutions and media houses is needed to bridge

the skill gap.