‘Mind the gap’: artificial intelligence and journalism training in Southern African journalism schools

Abstract

This article examines journalism schools (J-schools) responses to the Artificial Intelligence (AI) ‘disruption’. It critically provides an exploratory examination of how J-Schools in Southern Africa are responding to the AI wave in their journalism curriculums. We answer the question: How are Southern African J-Schools responding to AI in their curriculums? Using a disruptive innovation theoretical lens and through documentary review of university teaching initiatives and accredited journalism curriculums, augmented by in-depth interviews, we demonstrate that AI has opened up new horizons for journalism training in multi-dimensional ways. However, this has brought challenges, including covert forms of resistance to AI integration by some Journalism educators. Furthermore, resource constraints and the obduracy of J-schools’ curriculums also contribute to the slow introduction of AI in J-schools. We argue that lack of clarity on what AI is and what can be taught about AI within J-Schools, as well as fear of the unknown has led to a trust deficit among journalism instructors. We further argue that with better training and exposure, journalism educators in Southern Africa can leverage AI technologies to strengthen journalism training.