Educational strategies for using generative artificial intelligence in journalism education

Section: Essay

This article presents a pedagogical reflection on three educational strategies for integrating generative artificial intelligence into journalism education. Drawing on observations of three naturally formed student groups (n = 37) across one academic semester, three distinct approaches to AI use in the classroom are described: prohibition, voluntary use, and mandatory structured integration. The study focuses on subjective educational outcomes, including changes in student motivation and the dynamics of professional identity formation in future journalists. The findings suggest that the educational impact of generative AI is shaped not by the technology itself but by the pedagogical intent guiding its use. Special attention is given to data from semi-structured interviews and students’ written self-reflections as the primary source of insight into the changes observed.

DOI: 10.55959/msu.vestnik.journ.4.2026.153170

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