Five days can feel like a short time, but my experience at the UK Media and Emerging Technologies (UK MEET) Fellowship has reminded me how much can change when journalists are challenged to question what they know, interrogate evidence and approach familiar stories from a different perspective.
Led by Imperial Global Ghana, with support from Imperial College London and the British High Commission, the fellowship brought together journalists and media professionals for an intensive residential programme in Accra from October 11 to 17, 2026. It explored how the media can better report on science, technology and innovation, particularly as emerging technologies increasingly shape public life.
For me, it was an opportunity to look beyond the excitement surrounding discoveries and technologies and ask a more fundamental question: What does the evidence actually tell us, and what does it mean for the people affected?
Learning to question the claims behind the headlines
One of the most valuable aspects of the fellowship was its practical approach. Rather than relying only on presentations and discussions, we were placed in newsroom simulations that challenged us to make decisions under pressure, verify information, and distinguish confirmed facts from claims that still needed investigation.
In one simulation, we had to respond to a developing heatwave story involving public health warnings, electricity supply challenges, agricultural losses, and viral misinformation. Conflicting figures from different sources forced us to consider how to report uncertainty without misleading the public.
The exercise reinforced an important lesson: a compelling story is not necessarily a verified story. Journalists must establish what is known, what remains uncertain, who can independently confirm the information, and what evidence is still missing.
Other exercises examined artificial intelligence and health claims, including an audit in which a vendor’s claimed AI accuracy rate differed significantly from an independently measured result. We also explored how to report on emerging technologies such as plastic-recycling innovations without simply repeating the claims of their developers.
These experiences challenged us to look beyond impressive statistics and ask about methodology, independent testing, limitations, and the real-world implications of the technology.
Making science relevant to everyday people
The fellowship also explored climate and environmental risks, biomedical innovation, genomics, artificial intelligence and digital storytelling.
A recurring lesson was the importance of translating complex research into stories audiences can understand without losing the accuracy or context that makes the information valuable.
Science journalism is not simply about explaining unfamiliar terms. It involves asking the right questions, identifying whose perspectives are missing, and showing how research and innovation affect people’s everyday lives.
This is particularly important in Ghana, where discussions about artificial intelligence, education, healthcare and climate change are often accompanied by big promises. Journalists have a responsibility to examine those promises, establish what the evidence supports, and help audiences understand both the opportunities and the risks.
The sessions also reminded me that journalists and researchers do not have to work in separate worlds. Collaboration between the two can strengthen public understanding, provided journalists retain their independence and continue to scrutinise the evidence.
Pitching a story about AI and education in Ghana
Beyond the simulations, the fellowship gave participants an opportunity to develop and present story ideas that could investigate the impact of emerging technologies in their communities.
My pitch focused on the use of subject-specific artificial intelligence applications by senior high school teachers in Ghana.
Under the working title The Invisible Teacher?, I proposed investigating whether AI tools designed to support teachers in preparing lesson plans and assessments are accurate, aligned with Ghana’s curriculum, and genuinely useful in the classroom.
The idea goes beyond the presence of technology in schools. It asks whether these tools deliver on their promises, what evidence supports their usefulness, and whether teachers and students have the resources and support needed to benefit from them.
Developing and presenting the pitch challenged me to narrow the reporting question, identify the evidence required, and consider how to test the claims being made about AI in education.
The process also reinforced the importance of approaching technology stories with curiosity rather than assuming that a new tool is either a solution to every problem or a threat to be rejected.
From pitching to the London Knowledge Exchange
One of the most exciting outcomes of the fellowship was the opportunity to compete for a place on the London Knowledge Exchange programme.
After submitting our story ideas and participating in the residential programme, shortlisted participants presented their pitches to a panel. The exercise required us to communicate the central reporting question, demonstrate its public interest and explain how we intended to investigate it.
I was selected as one of the final 10 participants for the London exchange programme.
It is a significant milestone for me, not only because of the opportunity to travel to London, but also because the selection process pushed me to defend my ideas, think critically about my methodology and demonstrate how my proposed reporting could contribute to public understanding.
It has encouraged me to keep developing stories that examine the impact of emerging technologies rather than simply report their arrival.
Taking the lessons beyond the fellowship
Looking back, the UK MEET Fellowship has been a reminder that journalism must continually evolve alongside the subjects it covers.
As technologies become more sophisticated, journalists need the confidence to question developers, engage researchers, examine data and explain uncertainty without losing their audiences.
I leave the programme with new perspectives, valuable connections and a renewed commitment to public-interest reporting. I also leave with questions I intend to carry into my newsroom: Who benefits from an innovation? What evidence demonstrates that it works? Who might be left behind? And how can we tell these stories in ways that help the public make informed decisions?
The real test begins after the fellowship, when the lessons learnt must translate into stronger reporting, more rigorous verification and better storytelling.
For me, the goal is clear: to tell science, technology and innovation stories that are accurate, accessible and relevant to the lives of the people they are meant to serve.
Because reporting innovation should mean more than celebrating what is new. It should mean helping the public understand what works, what does not, what remains uncertain, and what it all means for their future.