Articles

In response to the changing media environment, journalism programmes are increasingly emphasising the importance of skills such as adaptability, critical thinking, and audience engagement. This reflects a shift from simply teaching traditional skills to preparing students for a future where they are expected to integrate new technologies and diverse perspectives into their work. A significant part of the discussion revolves around how journalism educational institutions must innovate their curricula to meet these challenges, fostering a culture of lifelong learning among journalists. This is particularly important for journalism funders, as their support plays a crucial role in equipping future journalists with the tools to navigate and adapt to the shifting landscape, ensuring the sustainability and impact of quality journalism.

Drawing from insights gained from fifty experts in journalism and education, a study conducted in the Netherlands employed scenario planning to explore various potential futures for journalism education. This method considered both certain trends, such as ongoing technological advancement and the necessity for journalists to engage with their audiences, and uncertain trends, which include the blurring of professional boundaries within journalism and the growing need for collaboration across disciplines.

The study found four plausible scenarios for the future of journalism education. The first scenario, “Back to Basics,” emphasises a return to foundational skills centred around traditional journalism standards, focusing on research, interviewing, and a critical understanding of political and social contexts. The second scenario, “Mix & Match,” allows for personalised learning paths, where aspiring journalists can curate their educational experiences based on individual needs and interests, often leveraging audience collaboration and advanced technology. In the third scenario, “Creators United,” students are trained not just as information providers but also as active participants in journalism, working closely with media organisations and engaging directly with their communities. The final scenario, “Learn for Life,” envisions a flexible, open-ended form of education where traditional structures like diplomas may disappear, allowing journalists to navigate their own paths and explore varied formats and subjects.

Journalism education needs to evolve continually, and educators should prioritise teaching new skills while reconsidering the fundamental journalistic values that should always underpin such training. These insights contribute to the broader discourse on how journalism programmes can stay relevant in the rapidly evolving media landscape, highlighting the importance of flexibility, innovation, and a commitment to understanding the journalist’s role in society. 

Severijnen, M., & de Haan, Y. (2024). Educating for a Changing Media Landscape: Four Scenarios for Journalism Education in 2030. Journalism Studies, 25(16), 1931–1948. https://doi.org/10.1080/1461670X.2024.2406814