Examining generative artificial intelligence integration in journalism education: Insights from journalism educators in Kenya

Abstract

Scholarship on the adoption of Generative Artificial Intelligence (GenAI) in higher education has raised questions about its pedagogical value, ethical implications, and institutional integration. While this is the case, most of this scholarship is concentrated in the Global North, limiting scholarly comprehension of its impacts in the South. To fill this gap, we draw on the Unified Theory of Acceptance and Use of Technology (UTAUT) and 15 semi-structured interviews with Kenyan journalism educators to examine how they perceive the integration of GenAI into journalism curricula and professional practice (i.e., research and teaching workflows). Our findings show that journalism educators adopt GenAI for pedagogical utility and professional relevance while navigating significant ethical concerns regarding verification, assessment validity, and academic integrity. Professional norms and regulatory expectations in journalism strongly shape adoption, often outweighing institutional influence. The implications of these findings are discussed.