Navigating Post-Truth in Communication: Rethinking Models for Indian Students

Abstract

The post-truth era, where emotions and personal beliefs often overshadow facts, has significantly changed communication practices worldwide. In India, with its rich cultural, social, and linguistic diversity, the challenges of post-truth communication are particularly complex. This paper focuses on how Indian students perceive, understand, and share information in a time when facts and opinions frequently mix. Indian students are often taught through communication models that stress memorization over critical thinking, making them more vulnerable to misinformation and biased messages. This paper examines the limitations of these traditional models in promoting media literacy and analytical skills. It draws on cross-cultural communication theories and considers the influence of India’s diverse media environment to propose new communication models that suit the Indian context. These models emphasize engaging with different media sources, evaluating information critically, and developing the ability to identify underlying biases. The paper also looks at how these new models can help students better navigate the post-truth landscape, enabling them to distinguish between fact and opinion, truth and propaganda. In doing so, it aims to bridge the gap between traditional educational methods and the changing needs of digital communication. This study adds to the ongoing discussion on post-truth communication by offering practical strategies for educators, policymakers, and students. The proposed models aim to empower Indian students, helping them become thoughtful communicators capable of thriving in today’s information-rich yet often misleading world.