As artificial intelligence becomes increasingly integrated into modern journalism, universities across the United States are still struggling to decide how future journalists should use the technology in classrooms, according to new research from University of Kansas.

The study found that journalism programs are adopting inconsistent and sometimes conflicting approaches toward AI usage, ranging from treating it as academic dishonesty to encouraging its use within structured boundaries or examining it as a broader ethical issue.

Researchers say the lack of consistency may leave students confused about professional expectations at a time when AI tools are rapidly reshaping the media industry.

Study Analysed Journalism Courses Across US Universities

The research examined 60 journalism course syllabi from 15 universities across the United States to understand how instructors are addressing artificial intelligence in journalism education.

The analysis identified three broad approaches emerging across institutions:

• AI as a threat to learning and professional integrity
• AI as a tool permitted under strict limitations
• AI as a subject of ethical and professional inquiry

The study was conducted by Samuel Muzhingi, a doctoral researcher at University of Kansas, alongside Alyssa Appelman and Tamar Wilner from KU, as well as Hong Tien Vu of University of Colorado.

The findings were published in the academic journal Journalism & Mass Communication Educator.

Students Receiving Mixed Messages About AI

According to the researchers, one of the most significant concerns is the inconsistency students encounter even within the same institution.

Muzhingi noted that some professors fully prohibit AI tools while others permit or even encourage limited use, creating uncertainty for students trying to understand acceptable professional practices.

“Students are like, ‘OK, so which class or which professor should I listen to more?’” Muzhingi explained while discussing the findings.

The researchers argue that this fragmented approach may unintentionally shortchange students as journalism schools attempt to adapt to rapidly evolving technology without shared institutional guidelines.

Writing Courses Most Resistant To AI Use

The study found that different types of journalism classes tended to approach AI differently.

Writing-focused courses most commonly treated AI as a threat to learning, discouraging or prohibiting its use entirely. Researchers said this reflects concerns that students must develop independent writing abilities — considered a core foundation of journalism.

Many syllabi under this approach warned that submitting AI-generated writing without disclosure could constitute plagiarism or academic dishonesty.

Meanwhile, design and photography courses were more likely to allow limited AI use under strict supervision or instructor approval.

Media ethics and law courses often approached AI differently altogether, treating it as a topic for professional discussion and critical inquiry rather than simply a classroom tool.

AI Allowed As A Tool — But Not As A Writer

Several courses allowed students to use AI for tasks such as grammar correction, spelling assistance, or brainstorming while explicitly prohibiting full AI-generated writing.

At the same time, instructors frequently warned students about AI hallucinations, misinformation risks, factual inaccuracies, and embedded biases.

Some syllabi required instructor approval before students could use AI tools in assignments.

Researchers say these varying rules reflect the broader uncertainty currently unfolding within the journalism profession itself, where news organisations are still determining best practices for AI integration.

Journalism Educators Face A Difficult Transition

Alyssa Appelman, associate professor of journalism and mass communications at University of Kansas, said educators are trying to balance caution with professional preparedness.

Journalism schools face pressure to preserve traditional reporting and writing standards while also preparing students for workplaces increasingly experimenting with AI-driven tools.

“As an instructor, even if I have concerns about the tool, I still see a responsibility to help students engage with it critically,” Muzhingi said.

Researchers emphasised that the issue is no longer whether AI will influence journalism, but how educational institutions can guide students toward responsible and ethical usage.

Call For Clearer Institutional Guidelines

The study concludes that journalism programs may benefit from clearer and more consistent institutional policies regarding AI usage.

Researchers suggested that accrediting organisations such as Association for Education in Journalism and Mass Communication could help institutions develop shared frameworks and best practices.

Appelman said instructors can no longer assume students already understand acceptable AI boundaries because guidance currently varies dramatically from one course to another.

“One of my biggest takeaways from this study is how important it is for instructors to be clear about their expectations,” she said.

The researchers plan to continue studying how journalism students engage with AI tools when given clear ethical guidelines compared to situations where expectations remain ambiguous.

As AI continues reshaping reporting, editing, research, and content production across newsrooms worldwide, the study suggests journalism education may be entering one of its most important transitions in decades.