Use of generative artificial intelligence in the training of journalists: challenges, uses and training proposal
Abstract
Artificial intelligence (AI) is already integrated into news production strategies in some media outlets. Recently, generative AIs such as ChatGPT and others have demonstrated their ability to enhance productivity in content production tasks, raising the question of how journalism faculties can address this new technology. This paper presents an academic study on the application of AI in higher communication studies. The study involved 4 in-depth interviews and 28 semi-structured interviews with university lecturers and researchers. The findings confirm varying degrees of convergence and divergence on different aspects of the technology, including the integration of AI in communication faculties, student training in AI usage, the introduction of AI and journalism as a subject area, and the potential uses of AI in news production and consumption. Additionally, this paper proposes a comprehensive training program on AI and journalism, focusing on its foundations, technical competencies and ethical considerations.
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Most interviewed journalism faculties embraced AI technology and suggested establishing AI as a standalone subject.
“Although most faculties embraced AI technology and suggested establishing AI as a standalone subject, some stated that challenges, limitations, and uncertainty about AI in education should be thoroughly researched before incorporating it into the curriculum.”
From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Lopezosa et al. (2023)
Section 4.2 reports strong agreement among interviewed lecturers and researchers about incorporating AI into communication education. Section 5 calls a standalone AI subject the most widely accepted position, but section 4.4 describes three competing views; the paper does not establish that a majority of interviewees favored a standalone subject or report a position held by faculties as institutions. Page numbers were not available in our copy. (LLM, conf=0.85)
Experimental — accuracy not yet measuredSome interviewed journalism faculties suggested integrating AI into communication subjects as a preliminary step.
“Some individuals suggested a compromise idea of integrating AI into communication subjects as a preliminary step (Lopezosa et al., 2023).”
From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Lopezosa et al., 2023
Some interviewed journalism faculties stated that challenges, limitations, and uncertainty about AI in education should be thoroughly researched before incorporating it into the curriculum.
“Although most faculties embraced AI technology and suggested establishing AI as a standalone subject, some stated that challenges, limitations, and uncertainty about AI in education should be thoroughly researched before incorporating it into the curriculum.”
From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Lopezosa et al. (2023)
There is considerable debate as to what students need to be taught about or with AI and how it could be integrated.
“In terms of existing curricula, there is considerable debate as to what students need to be taught about or with AI and how it could be integrated (Lopezosa et al., 2023).”
From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Lopezosa et al., 2023
Among interviewed journalism faculties from Spain and Latin America, no consensus was identified on whether to integrate AI into the curriculum.
“Lopezosa et al. (2023) interviewed 32 journalism faculties from Spain and Latin America about how they perceived this new technology; however, no consensus on whether to integrate AI into the curriculum was identified.”
From A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment (2025) · cites this paper as Lopezosa et al. (2023)
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Cites
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · cited 3× · see citing works
“It aligns with proposals put forth by other studies published in 2023, which recommend teaching AI in a manner that upholds the integrity and accountability of the education sector (Mhlanga, 2023; Kasneci et al., 2023) and, of course, ensures an inclusive, equitable, transparent, and ethical use of AI (Sok; Heng, 2023…”
BackgroundResultLim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023) · The International Journal of Management Education · doi:10.1016/j.ijme.2023.100790 · Cited by 1,261 · see citing works
Pavlik, J. V. (2023) · Journalism & Mass Communication Educator · doi:10.1177/10776958221149577 · Cited by 972 · cited 1× · see citing works
“The presence of artificial intelligence in newsrooms has grown steadily (Noain-Sánchez, 2022), heralding a transformative era for journalism and media content (Pavlik, 2023).”
BackgroundOpen AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning
Mhlanga, D. (2023) · doi:10.2139/ssrn.4354422 · Cited by 719 · cited 2× · see citing works
“These training recommendations align with recent studies on AI training in various fields of knowledge, thus reinforcing the findings of other researchers in this area (Halaweh, 2023; Mhlanga, 2023; Liebrenz et al., 2023, among others).”
BackgroundResultChatGPT in education: Strategies for responsible implementation
Halaweh, M. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13036 · Cited by 607 · cited 2× · see citing works
“These training recommendations align with recent studies on AI training in various fields of knowledge, thus reinforcing the findings of other researchers in this area (Halaweh, 2023; Mhlanga, 2023; Liebrenz et al., 2023, among others).”
BackgroundResultChatGPT for Education and Research: A Review of Benefits and Risks
Sok, S., & Heng, K. (2023) · doi:10.2139/ssrn.4378735 · Cited by 386 · see citing works
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Batista, J., Mesquita, A., & Carnaz, G. (2024) · Information · doi:10.3390/info15110676 · Cited by 256 · see citing works
Liang, J., Stephens, J. M., & Brown, G. T. L. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1522841 · Cited by 112 · see citing works
Ríos Hernández, I. N., Mateus, J. C., Rivera Rogel, D., & Ávila Meléndez, L. R. (2024) · Austral Comunicación · doi:10.26422/aucom.2024.1301.rio · Cited by 36 · see citing works
“Diversos investigadores vienen explorando el efecto de las IA en diferentes áreas de la comunicación como el periodismo (Lopezosa et al., 2023, Pavlik, 2023), diseño gráfico (Matthews et al., 2023; Roger-Monzó, 2024), mercadotecnia (Rivas y Zhao, 2023), por mencionar algunos.”
Centeno-Martín, H., Toledano-Buendía, S., & Ardévol-Abreu, A. (2023) · Anuario ThinkEPI · doi:10.3145/epi.2023.sep.02 · Cited by 10 · see citing works
- Authors
- Lopezosa, C., Codina, L., Pont-Sorribes, C., & Vállez, M.
- Affiliations
- Universitat de Barcelona
- Universitat Pompeu Fabra
- Venue
- El Profesional de la información
- Published
- 2023-07-07
- ISSN
- 1699-2407
- 1386-6710
- Cited by
- 67
- References
- 6
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