Abstract

This article explores perceptions of educators on challenges of integrating AI in journalism education. It draws on Bourdieu’s field theory, especially the idea of external shocks, social shaping of technology theory and technological domestication theory. Data were gathered through interviews with selected lecturers from universities and colleges in Zimbabwe, Namibia, South Africa and Botswana. The findings show that educators in Zimbabwe and Botswana viewed AI as compromising the integrity of journalism education and as having a psychological toll on them. Contrastingly, educators in Namibia and South Africa, while admitting AI’s shortcomings, emphasised its potential to enhance journalism training in Africa.

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