The rapid expansion of digital technology is reshaping the media landscape in deep and profound ways. This shift has already compelled the media industry to transform—not only their newsrooms but entire media organizations. It also demands an overhaul of journalism education, if not a complete transformation.
In Nepal, journalism education has remained alarmingly disconnected from the media industry. It is heavily focused on theoretical aspects, paying little to attention to practical skills. There is already a huge gap between classrooms and newsrooms. Universities are often hesitant to engage with media houses, and media houses, in turn, are not particularly welcoming to journalism students.
As both a media educator and journalist, I have closely observed the dynamics of both environments. The transformation of newsrooms is well underway, albeit often without clear direction. However, there has been little meaningful discussion about transforming journalism education. Any reform must involve a broad range of stakeholders, including the media fraternity. Given the radical changes in the media and digital landscape, it is high time universities offering journalism programs began revising their curricula. Otherwise, classrooms will turn redundant and irrelevant.
Already, multiple factors have put journalism on a downward trajectory. Gone are the days when classrooms were packed with enthusiastic students eager for a future in the media. Today, many colleges have closed media departments, and those still offering media programs are struggling to survive. When I began my career, classrooms were full of students and newsrooms bustling with journalists. Now, my dual profession, teaching journalism in the mornings and practicing it during the day, is at risk .. For the past decade and a half, these two roles have been my main sources of income.
University curricula must be updated to reflect the realities of a media landscape shaped by information technology. Otherwise, they risk becoming irrelevant. On paper, Nepal’s mass communication and journalism curricula rank among the best in South Asia. From Bachelor’s to MPhil level, they cover a broad range of issues including new media, law, development, history, media studies, political communication, public relations, communications, culture and society, among others. Theoretically, these courses are up to date and relevant. Tribhuvan University’s journalism program, for example, is comprehensive and comparable to top universities of the world. Yet the real problem lies in human resources and practical training.
A lack of quality faculty is one of the most pressing issues. Without specialized teachers, students are receiving only a superficial, or sometimes even inaccurate, understanding of complex subjects. There is a shortage of teachers for core areas such as mass communication theories, intercultural communication, political communication and media research. This is not to say that current teachers are incapable; many are brilliant minds. However, they cannot dedicate time to teaching across multiple institutions. Generation Z students deserve deeper, more relevant media knowledge. While there are competent professionals outside academia, they rarely get opportunities to take classes because universities, which are highly politicized, often prioritize political affiliation over merit.
Another inherent problem is the lack of emphasis on practical training. There are fundamental errors in teaching methods.
Teachers still dominate classrooms with traditional notebooks; at best, some use digital tools like PowerPoint. Although the syllabus includes numerous practical assignments, their actual implementation is minimal. For example, students rarely receive mentorship to develop news stories on current issues, which is an essential skill for immediate employability. While practical assignments exist across courses, they are mostly left unexecuted or are treated as mere formalities.
Universities offer specializations such as radio, television and new media, yet many lack the infrastructure to produce news for these platforms. It was a serious oversight for universities to permit colleges to teach these courses without ensuring the availability of proper technology or requiring them to secure necessary facilities. While university teachers excel at theoretical aspects, they tend to be less engaged with practical training.
Meanwhile, student dissatisfaction with colleges and teachers is growing, though their voices are being suppressed. I have heard from many students that artificial intelligence (AI) tools provide deeper theoretical insights than their classes. Without interactive discussions and practical work, they see little reason to attend classes. They feel attendance, which is linked to final grades, is the only motivation keeping them in class. Such complaints deserve serious consideration, not outright dismissal.
If colleges and universities lack resources to support practical training, they should collaborate with the media industry to provide students with hands-on experience. However, academia-industry collaboration is confined to signing Memorandums of Understanding (MoUs) with little real cooperation. Neither media houses nor universities engage each other. Despite this, some students independently secure internships and perform well in newsrooms. This is beneficial for media houses facing a shortage of human resources. However, there are issues on the students’ side too. Many university students of journalism show little interest in news reporting and writing. This is not to say Nepal’s media education solely produces journalists, it also opens career paths in advertising, public relation and media research, among others. My point is that the young generation’s enthusiasm for journalism itself is waning.
The purpose of this article is not merely to highlight the existing problems but to spark debate on revamping the media and journalism education in light of the rapidly changing media landscape. Over the past two decades, media courses have focused largely on print, radio and television, covering reporting, writing, editing and publishing. These core skills, but are no longer sufficient.
The priority now should be on a comprehensive overhaul of journalism curricula to suit today’s media environment. Traditionally, journalism education has centered on news reporting, writing, editing and publishing. These skills are essential, but now must be supplemented. The current media landscape demands new journalistic skills which existing courses fail to address adequately.
The media industry now needs human resources in diverse roles such as social media officers, AI coordinators, video storytellers, revenue strategists, audience engagement specialists and more. Therefore, journalism programs, historically focused on producing reporters and editors, must expand to include these emerging fields created by digital technology. The future of journalism education demands greater innovation, creativity and student-driven learning models instead of the current theory-heavy syllabus. Additionally, AI is poised to revolutionize both newsrooms and classrooms. Given all these challenges, there is an urgent need to revisit and update the existing curriculum. At the same time, there should be debate and discussions on how best to teach journalism in this age of AI which has taken virtually every sector by storm.
