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.
Author affiliationSchool of media, Communication and Sociology, University of Leicester
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