03-07-2025
Preparing Tomorrow's Journalists: How Journalism Education Is Evolving
As artificial intelligence rapidly reshapes industries across the globe, journalism education is undergoing a quiet but significant transformation. From AI-generated news content to advanced fact-checking tools, the skills journalists need today—and those they'll need tomorrow—are shifting. But how are universities responding to this new reality?
Hawra Abdulrahman Juma Al Maimani, a lecturer in Mass Communication at the University of Technology and Applied Sciences, offers a candid insight into how journalism education in Oman is beginning to evolve. Although the official curriculum has yet to fully embrace AI, individual faculty members are already introducing practical tools and critical discussions into their classes to prepare students for a media landscape increasingly influenced by algorithms, automation, and digital ethics.
While curriculum reforms remain limited, Al Maimani and her colleagues have adopted a proactive approach by integrating AI tools, critical discussions, and ethical frameworks into their teaching practices. Their aim is not merely to familiarise students with the technology but to equip them with the values at the heart of journalism: truth, integrity, accuracy, and public accountability.
In our conversation, we explore the growing role of AI in journalism education, the enduring relevance of human-centred skills in an age of technology, and the responsibility of academic institutions in guiding future journalists through the complex intersection of innovation and media ethics.
From the lecturer's own words: 'At present, there is no formal integration of AI tools or guidelines within our official journalism or media curriculum. However, in practice, many faculty members have begun incorporating AI tools into their teaching methodologies. For example, platforms like Whimsical are used for creating mind maps, Gamma for generating engaging presentations, and Turnitin for checking AI-generated content and plagiarism. Additionally, we regularly hold workshops and training sessions for both students and academic staff on how to ethically utilise AI in academic writing and professional practice—whether for proper citation, fact verification, or assessing content credibility.' This indicates that universities have not fully embedded AI into the curriculum. Nonetheless, individual lecturers and faculty members have introduced practical tools and discussions on AI's use in classes to prepare students for a changing landscape characterised by evolving AI algorithms, digital ethics, and automation.
At the same time, Al Maimani emphasised that AI should not be used to replace core journalistic values but rather to support improved efficiency and content generation. She stresses: 'I consistently emphasise that while AI can enhance efficiency and support content production, it should never undermine the core values of journalism: accuracy, ethical integrity, public accountability, and truth-telling. These principles remain central to journalistic identity and become even more essential in an AI-driven media landscape. Human judgment, critical reasoning, and empathy—qualities AI cannot replicate—are fundamental, and I stress this regularly in the classroom.' Therefore, journalistic values should be upheld at all costs, regardless of AI's influence on education.
In her lectures, Al Maimani emphasises that skills such as empathy, critical reasoning, and editorial discretion are uniquely human and cannot be replaced by machines. 'These are the elements that define journalism and distinguish meaningful content from mere output,' she adds.
So, what AI competencies should journalism students develop to remain competitive in the changing job market?
She highlights that AI-related skills are increasingly vital for journalism students. These include knowledge of natural language processing, data mining, misinformation detection, image verification, and audience analysis skills. Al Maimani states: 'These skills aren't just helpful—they're becoming fundamental. Students must also understand digital ethics and the contexts in which AI tools should or should not be utilised.' She also lists a number of tools her students need to become familiar with, including InVID and FotoForensics for verifying multimedia content, NewsGuard and ClaimReview for assessing news credibility, Datawrapper and Flourish for data visualisation, and ElevenLabs for synthetic voice generation in multimedia storytelling.
These tools are essential as they help student journalists enhance their storytelling techniques and ensure accurate reporting by verifying content before sharing it with the public.
Ethical Risks and Human Oversight
Al Maimani notes that the rise of AI in journalism has not been without its pitfalls. Deepfakes, algorithmic bias, disinformation, and over-reliance on automated content pose serious ethical challenges. Therefore, human oversight and editorial responsibilities should not be neglected in ensuring accuracy in journalism. Her involvement in the ISESCO Chair initiative has further enabled her to bring global ethical discussions into the local classroom. 'Through this platform, I regularly share the latest developments and dilemmas with students and colleagues... It is crucial that we remain critically engaged and not just technically informed,' she explains.
To bridge the gap between academic theory and professional practice, Al Maimani and her colleagues organise guest lectures, workshops, and internship opportunities. These initiatives allow students to engage with industry professionals who are currently using AI in newsrooms and media production. She explicitly states: 'Faculty members who specialise in or gain certification in AI-related fields often lead these efforts.' She emphasises the importance of continuous learning and collaboration with tech experts.
However, the ease of AI access has raised concerns. 'We've noticed a rise in students submitting AI-generated content, especially for writing assignments,' she admits. As a result, educators need to stay informed about this trend, adapt their teaching methods, and focus on fostering discernment and originality in content. New forms of assessment—such as oral presentations, reflective essays, on-site reporting, and photography projects—are being introduced to encourage deeper engagement among students. These activities demand critical and creative thinking.
Addressing Overdependence and Passive Learning
The convenience of AI access has prompted concerns. 'We've observed an increase in students submitting AI-generated content, particularly for written assignments,' she acknowledges. Instead of resisting this trend, educators are adapting their approaches to emphasise discernment and originality.
New assessment methods—including oral presentations, reflective essays, on-site reporting, and photography projects—are now being introduced to promote deeper engagement. 'These activities cannot be outsourced to AI,' she states. 'They require presence, creativity, and critical thinking.'
At the same time, students are being trained to distinguish between AI-generated and human-written content, reinforcing the value of authentic storytelling and journalistic integrity.
As journalism education evolves alongside AI, it is clear that the challenge is not to reject or blindly adopt new technologies but to utilise them wisely. For educators like Al Maimani, the aim is to empower the next generation of journalists with the tools of the future while grounding them in the core values that have long defined the profession.
'AI is shaping the world,' she concludes, 'but the soul of journalism must still come from humans.'
