Global Security in the Digital Age: Propaganda, Disinformation, and Social Media Warfare
Charles University – Faculty of Social Sciences
Department of International Relations
Winter Semester 2025/26 – 4 ECTS
Seminar meetings: Biweekly on Wednesdays (October 15 – December 10, 2025),
Course Lecturer: Dr. Kristián Földes (email: kristian.foldes@fsv.cuni.cz)
In the digital age, information has become both a weapon and a battlefield. This course examines how propaganda and disinformation campaigns affect global security, exploring the methods by which state and non-state actors exploit social media and other online platforms to influence populations and conduct what we can characterize as information warfare. We will together survey the historical evolution of propaganda and contrast it with contemporary disinformation tactics designed to mislead publics for political or strategic gain. Case studies – from election meddling and conspiracy theories to extremist recruitment and fake news about conflicts – will illustrate the real-world impact of false or manipulated information on societies and international stability. Recent events show that coordinated online falsehoods can stoke public fears and polarization, even shaping political discourse and policy outcomes. Through this course, students will critically assess how such social media warfare undermines democratic institutions, fuels conflict, and challenges traditional notions of security. By the end of the semester, participants will have a nuanced understanding of why “the truth” has become contested terrain in global politics, and how policymakers and societies are responding to the threat of pervasive disinformation.
Poslední úprava: Földes Kristián, Mgr., Ph.D. (12.09.2025)
Cíl předmětu - angličtina
Aims of the Course
The course aims to provide an in-depth, critical engagement with the phenomena of propaganda and disinformation as contemporary security threats. It will introduce key theoretical frameworks for understanding how propaganda operates, from classical theories to modern “post-truth” analysis. Students will explore a range of thematic issues – including state-sponsored information warfare, extremist and terrorist propaganda, and the role of tech and social media companies – to appreciate the multifaceted nature of information security. The curriculum is structured to move from foundational concepts to specific applications: we begin with defining propaganda and disinformation and their impacts, then examine methodological tools and tactics employed by various actors and finally consider sectoral case studies (such as migration-related disinformation) and future challenges (e.g. deepfakes, AI-driven influence). Overall, the course is designed to challenge students intellectually by bridging theory and practice, encouraging them not only to grasp how propaganda and disinformation campaigns are waged, but also to reflect on why they are effective and what can be done to counter them.
Poslední úprava: Földes Kristián, Mgr., Ph.D. (31.08.2025)
Podmínky zakončení předmětu - angličtina
Assessment and Grading
Final course grades will be based on the following components. Students must complete all components to pass the course. The weighting of each component and expectations are as follows:
Class Participation(including preparation and discussion) – 20% Active participation is crucial in a seminar-driven course. Students are expected to attend every session (unless excused) and come prepared to discuss the required readings critically. Participation grades will reflect both quantity and quality of contributions: asking insightful questions, engaging in debate, and demonstrating understanding of the material. This portion also covers any short presentations or discussion leadership roles a student undertakes during seminars 1–4. Simply attending class is not sufficient for a high participation grade – students should be ready to analyse arguments, connect ideas across readings, and respectfully challenge or supplement their peers’ points.
Moodle Online Exam(mid-semester test) – 20% A mid-course online exam will be held via Moodle (tentatively scheduled after Seminar 4). This exam will assess students’ comprehension of the core concepts, theories, and case studies covered in Seminars 1–4. The format will combine objective questions (e.g. multiple-choice, true/false or matching concepts) and short-answer or paragraph-length analytical questions. Students may be asked to define key terms, identify the significance of examples discussed in class, or briefly apply a theory to a new scenario. The exam will be timed (e.g. 60 minutes) and open-book/open-note, focusing on understanding and application rather than rote memorization. Collaboration on the exam is not permitted. The exam’s purpose is to ensure students are keeping up with the material and to encourage them to synthesize the first half of the course before proceeding to the final project. Detailed instructions and a revision guide will be provided in advance on Moodle.
Final Case-Study Project(written research paper) – 60% The capstone of the course is a final written project in which students will investigate a specific case of propaganda or disinformation and analyse it in depth, using concepts and methods from the course. Students are encouraged to pick a case study that interests them – for example, a particular country’s information warfare strategy in a recent conflict, a propaganda campaign around an election or referendum, the disinformation ecosystem of a conspiracy movement, or a comparison of how two different social media platforms handle false content. Project guidelines: Each student must submit an individual research paper (~3,000 words) that includes: a clear introduction of the case and research question, background context, analysis (applying theoretical frameworks or comparative perspectives from readings), and discussion of implications or counter-strategies. The analysis should be supported by evidence (e.g. media examples, data from reports, academic sources). Students will be graded on the depth of research, quality of analysis, and the coherence and academic rigor of their writing. Milestones: By mid-November, students should confirm their case study topic with the instructor. An outline is optional but encouraged for feedback. The final paper is due January 15, 2026 (submitted via Moodle). Detailed instructions and a grading rubric will be distributed in Seminar 4. This project is intended to develop students’ research skills and allow them to demonstrate a mastery of the course content by applying it to a real-world problem.
Grading Scale: Final numeric scores will be converted to letter grades in line with the Faculty of Social Sciences’ standard scale. For reference, A = excellent (typically 91–100%), B = very good (81–90%), C = good (71–80%), D = satisfactory (61–70%), E = sufficient (51–60%), and F = fail (50% and below). Plus/minus distinctions are not used.
Late Submission and Attendance Policies: Assignments turned in late without prior approval will incur grade penalties (e.g. minus 5 % of the assignment grade per day late). If you anticipate any difficulty meeting a deadline, please communicate with the instructor in advance. Consistent attendance is expected; more than one unexcused absence from seminars may result in a lower participation grade or other consequences. University policy requires any absence from the exam or guest lectures to be justified by serious reasons (e.g. illness, family emergency).
Academic Integrity: Students must adhere to the highest standards of academic honesty. Plagiarism, cheating on the Moodle exam, or any form of academic dishonesty will not be tolerated and will result in a failing grade for the assignment and possible further disciplinary action. Always cite your sources appropriately in the final project and submit original work. If you are unsure about citation practices or have questions about collaboration, please ask the instructor for guidance.
Poslední úprava: Földes Kristián, Mgr., Ph.D. (31.08.2025)
Literatura - angličtina
Course Schedule and Seminar Topics
There will be six seminar meetings, held every two weeks. Seminars 1–4 are thematic sessions led by the instructor, and Seminars 5–6 are guest lectures (topics to be announced). Each seminar has required readings that students must complete in advance, as well as recommended readings for deeper exploration.
Seminar 1 – October 15, 2025:Disinformation and Its Impact
Overview: Introduction to the scope of the course and key terms. We define misinformation vs. disinformation, discuss why disinformation is deliberately created, and survey notable examples of its impact on global security (e.g. election interference, COVID-19 “infodemic,” wartime propaganda in Ukraine). We also consider the psychological and societal factors that make false information spread widely and sink in (confirmation bias, social influence, etc.). This session provides the conceptual foundation for understanding how and why disinformation works, and why it has significant implications for international peace and security.
Required Readings:
Wardle, Claire & Hossein Derakhshan (2017). Information Disorder: Toward an Interdisciplinary Framework for Research and Policy Making. Council of Europe report.
Lazer, David et al. (2018). “The Science of Fake News.” Science, 359(6380): 1094–1096.
Broda, Elena & Jesper Strömbäck (2024). “Misinformation, Disinformation, and Fake News: Lessons from an Interdisciplinary Systematic Literature Review.”
Recommended Readings:
O’Connor, Cailin & James Owen Weatherall (2019). The Misinformation Age: How False Beliefs Spread. Yale University Press. - Selected chapters
Ellul, Jacques (1965). Propaganda: The Formation of Men’s Attitudes. Vintage Books. – Introduction.
2. Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond Misinformation: Understanding and Coping with the “Post-Truth” Era. Journal of Applied Research in Memory and Cognition, 6(4), 353–369.
Seminar 2 – October 29, 2025:Propaganda: Methods and Consequences
Overview: This session delves into propaganda as both a historical phenomenon and a contemporary tool of statecraft. We examine common propaganda methods (e.g. the use of symbols, slogans, staged events, misleading statistics or images) and how they have been adapted in the digital era. Discussions will cover case studies of state-sponsored propaganda campaigns – for instance, Russian “active measures” and influence operations during the Cold War and today, Chinese information management and censorship, as well as Western examples of propaganda (including wartime propaganda and political spin in democracies). We will analyze the consequences of sustained propaganda: how it can manufacture consent, alter public perception, erode trust in institutions, or fuel conflict. Students should consider ethical questions (what distinguishes propaganda from persuasion or public diplomacy?) and the fine line between national strategic communication and malign disinformation.
Required Readings:
Rid, Thomas (2020). Active Measures: The Secret History of Disinformation and Political Warfare. Farrar, Straus and Giroux. – Chapters 12–14.
Paul, C., & Matthews, M. (2016). The Russian “Firehose of Falsehood” Propaganda Model: Why It Might Work and Options to Counter It. RAND Corporation.
Herman, Edward & Noam Chomsky (1988). Manufacturing Consent: The Political Economy of the Mass Media. Pantheon. – Chapter 1: “A Propaganda Model.”
King, Gary; Jennifer Pan & Margaret Roberts (2017). “How the Chinese Government Fabricates Social Media Posts for Strategic Distraction, Not Engaged Argument.” American Political Science Review, 111(3): 484–501.
Recommended Readings:
Bernays, Edward (1928). Propaganda. Horace Liveright. – Excerpt.
Pomerantsev, Peter (2019). This Is Not Propaganda: Adventures in the War Against Reality. PublicAffairs. – Chapters 1–2.
Seminar 3 – November 12, 2025: The Role of Social Media: Telegram, Facebook, Instagram
Overview: In this session we focus on social media warfare – how social networking platforms and messaging apps have transformed the dissemination of propaganda and false information. We will discuss the characteristics of major platforms (such as Facebook’s broad reach, Twitter/X’s real-time networking, Telegram’s encrypted channels, and Instagram’s visual impact) and how each has been leveraged in information operations. Topics include: the virality of fake news (for example, how rumors spread faster than facts on Twitter), the use of bots and algorithms to amplify propaganda, and case studies like Russia’s Internet Research Agency campaigns on Facebook/Instagram during the 2016 US elections, or ISIS and other extremist groups using Telegram and YouTube for recruitment and propaganda. Students will critically examine why social media has proven to be a double-edged sword – empowering grassroots movements and information sharing, yet also enabling echo chambers, hate speech, and disinformation at an unprecedented scale. We will also touch on the efforts by platforms and governments to moderate content and the controversies surrounding them.
Required Readings:
Vosoughi, Soroush; Deb Roy & Sinan Aral (2018). “The Spread of True and False News Online.” Science, 359(6380): 1146–1151.
Singer, P. W. & Emerson T. Brooking (2018). LikeWar: The Weaponization of Social Media. Houghton Mifflin Harcourt. – Chapters 3 and 8.
Bradshaw, S., & Howard, P. N. (2018). The Global Organization of Social Media Disinformation Campaigns. Journal of International Affairs, 71(1.5), 23–32.
Allcott, Hunt & Matthew Gentzkow (2017). “Social Media and Fake News in the 2016 Election.” Journal of Economic Perspectives, 31(2): 211–236.
Recommended Readings:
Marwick, Alice E. (2018). “Why Do People Share Fake News? A Sociotechnical Model of Media Effects.”
Donovan, J., & Boyd, D. (2021). Stop the Presses? Moving From Strategic Silence to Strategic Amplification in a Networked Media Ecosystem. American Behavioral Scientist, 65(2), 333–350.
Vaidhyanathan, Siva (2018). Antisocial Media: How Facebook Disconnects Us and Undermines Democracy. Oxford University Press. – Chapters 4–5.
Starbird, K., Arif, A., & Wilson, T. (2019). Disinformation as Collaborative Work: Surfacing the Participatory Nature of Strategic Information Operations. Proceedings of the ACM on Human-Computer Interaction, 3(CSCW), 1–26.
Bradshaw, Samantha & Philip N. Howard (2018). “The Global Organization of Social Media Disinformation Campaigns.” Journal of International Affairs, 71(1): 23–32.
Seminar 4 – November 26, 2025:Countering Digital Propaganda – Strategies for Resilience and Response
Overview: Having studied the threat, we turn to the defence. This seminar focuses on how governments, tech platforms, and societies can counter propaganda and disinformation while preserving democratic values. We begin by surveying the landscape of current responses. Democratic governments and international bodies have recognized disinformation as a serious threat to public goods like informed self-determination, fair elections, and social stability. Policy initiatives such as the European Union’s Action Plan Against Disinformation and the creation of anti-disinformation task forces (e.g., the EU’s East StratCom unit, or the U.S. State Department’s Global Engagement Center) aim to coordinate efforts and protect these public interests. At the same time, research shows that effective solutions often need to be tailored to local contexts and vulnerabilities – there is a delicate balance between broad international action and country-specific approaches. We will discuss examples of both top-down and bottom-up strategies
·Government and International Policies
·Tech Platform Responses
·Media Literacy and “Inoculation”
·Fact-Checking and OSINT
·Whole-of-Society Approaches
Throughout, a key theme is the tension between security and liberty. We will continually ask: How do we defend open societies from information warfare without undermining the openness that defines them? The seminar concludes with students reflecting on what a resilient information environment might look like – likely a combination of smarter policy, smarter technology, and smarter citizens.
Required Readings:
·Bateman, J. & Jackson, D. (2024).Countering Disinformation Effectively: An Evidence-Based Policy Guide. Carnegie Endowment for International Peace.
·Durach, F., Ciocea, M., & Nastasiu, C. (2025). “Countering Disinformation: A Delicate Balance Between International Action and National Particularities.” Media and Communication, 13 (Special Issue on Protecting Democracy from Fake News): 27–38.
·Roozenbeek, J. & van der Linden, S. (2019). “Fake News Game Confers Psychological Resistance Against Online Misinformation.” Palgrave Communications, 5: Article 65
Additional Recommended Readings:
·European Commission. (2018).Action Plan Against Disinformation.
·Aspen Institute. (2021).Commission on Information Disorder – Final Report.
·Lewandowsky, S., Ecker, U., & Cook, J. (2017). “Beyond Misinformation: Understanding and Coping with the ‘Post-Truth’ Era.” Journal of Applied Research in Memory and Cognition, 6(4): 353–369.
·United Nations. (2022).Policy Brief: Information Integrity on Digital Platforms.
Seminar 5 – December 2025 :Guest Lecture – Topic TBA
Poslední úprava: Földes Kristián, Mgr., Ph.D. (31.08.2025)
Metody výuky - angličtina
Teaching Methods
This is a seminar-style course that emphasizes interactive learning and critical discussion. Teaching methods will include:
Instructor-led lectures and discussions: Each thematic seminar begins with a brief lecture or introduction by the instructor framing the key issues, followed by guided discussion. Students are expected to engage with the readings and participate actively in analysing cases and concepts.
Case study analyses: We will dissect real-world examples of disinformation campaigns and propaganda efforts (historical and contemporary). Short media clips, propaganda materials, or social media posts may be examined in class to connect theory to current events.
Student participation and presentations: Students will take turns leading portions of seminar discussions or presenting on specific case studies or readings (except during guest lectures). This is to foster peer-to-peer learning and deepen understanding through dialogue.
Guest lectures: Seminar 5 and 6 feature guest speakers who will share insights from the field (topics TBA).
Online learning components: The course uses the university’s Moodle platform for the mid-semester online exam and for distributing readings and supplementary materials. Students may also engage in forum discussions or short quizzes on Moodle to reinforce learning between the biweekly meetings.
Poslední úprava: Földes Kristián, Mgr., Ph.D. (31.08.2025)
