Preparing future journalists in the age of generative artificial intelligence: Perspectives from journalism faculty in America

Abstract

This study investigated perspectives of American journalism professors on the adoption of generative artificial (GenAI) in journalism education. Using the diffusion of innovation theory as the theoretical framework, the study uncovered ways U.S. journalism professors obtaining training on GenAI tools for news production; what U.S. journalism professors teaching students about GenAI use for news production in their classrooms; and what U.S. journalism professors think about the future of GenAI tools for news production in journalism education. A qualitative research approach was adopted and in-depth interview conducted online was used to collect data from 13 journalism professors. The study found that journalism professors in the United States trained themselves on GenAI through self-exploration whilst others attended training programs on AI. Also, journalism professors mainly taught their students to use GenAI to enhance their creativity and brainstorm ideas without replacing their critical thinking abilities. Professors also predicted the emergence of more GenAI apps in future and the possibility of GenAI replacing critical thinking and jobs of journalists.