Generative AI in journalism education: mapping the state of an emerging space of concerns, opportunities, and strategies.

ChatGPT  and  other  forms  of  generative  AI  have  sent  educators  scrambling to counter potential dishonest practices and to reconfig-ure curricula. Among this rush to respond to a rapidly emerging and potentially revolutionary technology, journalism educators have be-gun to take note of the value and limitations of automated forms of content creation (Pavlik, 2023; Gómez-Diago, 2022). In this paper we explore the range of perspectives on generative AI in education, and specifically in the realm of journalism education. Our goal is to iden-tify  core  concerns  surrounding  generative  AI  in  journalism  educa-tion, as well as identifying opportunities and strategies for ethically incorporating generative AI into journalism pedagogy in the United Kingdom.  Findings  suggest  that  despite  common  fears  for  misuse  by  students  to  “cheat”  by  generating  their  work  through  genera-tive AI, this technology is seen as a potentially powerful tool for re-ducing teacher workloads (Rudolph, 2023); developing data analysis and factual verification skills (Gómez-Diago, 2022); and personalis-ing student learning (Rospigliosi, 2023). More research is needed to contextualise generative AI within specifically U.K. journalistic peda-gogy.  Longstanding  pedagogical  theories  also  could  prove  helpful  for incorporating AI into course and programme development.