Ethical challenges in contemporary journalism pedagogy

An assumption that can be made is that ethical considerations and regulations typically chase after innovations. This catch-up between innovation and ethical frameworks for them to function in is also featured in the media; for instance, while the first mass media was introduced in the 1600s, it was not until the 1920s that the first ever set of media ethics codes was introduced. There are several implications of this, not just for media practice but also for the pedagogy that contributes towards the skilling and tooling of professionals in the practice. There is a gap between theory and practice in media. The dynamism of the media ecosystem and the technologies that have transformed the industry lends some credence to the assumption that there is a high likelihood that the gap in ethics does not just exist in the industry but also in town-and-gown conversations. It is the extent to which this gap exists (or not) in the media and journalism curriculum of Nigerian universities, the implications of this for professional practice, and recommendations for the present and future of media and journalism practice that this study intends to explore. Through the multiple-case study method, this study investigates the relationship between media and journalism schools in Nigeria’s conceptualisation and implementation of ethics curricula and the perceived extent to which they are preparing to address pressing praxis problems in the media industry, especially given the prevailing digitalization of the operating environment and rise of technologies like artificial intelligence. It adopted a comprehensive data collection strategy, including document analysis of course materials from selected Nigerian media and journalism schools, and in-depth interviews with media ethics professors and senior to executive-level media professionals from newspapers and broadcasting organisations in Lagos, Nigeria. Data analysis revealed three key themes: ethics curricula inefficiencies exposed by contemporary operating environment, systemic maladaptiveness as obstacle to pedagogical adaptability, and collaboration approach to develop responsive pedagogy. In response to these identified themes, the study recommends a holistic and adaptive approach to media ethics teaching, informed by contributions by the industry, with a good example being the use of blended, case-based learning reflective of the moral uncertainty and the gravitas that contemporary journalists face rather than just standardised teaching. Key words: contemporary ethical challenges, media and journalism, pedagogy, curriculum adaptability

Credence · Curriculum · Journalism · Media ethics · Praxis · Professional ethics · Technical Journalism · Diverse Research Studies Overview · Literature, Film, and Journalism Analysis · Media Studies and Communication