Guest researchers reflect on visit and journalism education

DW

6 days ago

Guest researchers from Colombia, Ukraine and Ghana visited DW Akademie's International Media Studies Program.
In June and July 2025 lecturers from DW Akademie's partner universities in Colombia , Ghana and Ukraine visited DW Akademie and the DW Gobal Media Forum in Bonn. They gave guest lectures for the current class of students, and discussed pressing topics like artificial intelligence with fellow researchers and lectures from DW Akademie, University of Bonn and Bonn-Rhein-Sieg University of Applied Sciences.
Here, Mónica María Parada Llanes, Dr. Daniel Edem Adzovie and Iryna Burovets provide insights into the state of media and journalism education in their countries and the importance of international collaboration in the field.
DW Akademie: Is journalism a sought-after profession in your country?
Parada Llanes: In Colombia, we've always had a strong interest from students in pursuing a career in journalism. However, in recent years, these numbers have declined slightly. Constitutionally, the practice of journalism in Colombia is protected; however, it has always been a high-risk profession in the country and is, in many cases, poorly paid.
Burovets : In Ukraine, journalism remains a sought-after and societally siginificant profession – especially in times of war. The demand for verified, trustworthy information – both locally and internationally – is very high. At the same time, working conditions are extremely challenging. Journalists face physical risks, emotional strain, and constant pressure.
How are the working conditions for journalists in your country? And what career prospects do aspiring journalists have?
Burovets : Reporters in frontline regions often work with disrupted communications, are forced to evacuate, or must assess personal safety before each assignment. Many cover war crimes, document missile attacks, or interview survivors of occupation. In such circumstances, newsroom solidarity, mental health support, and access to safety training are essential.
The war has reshaped the Ukrainian media landscape: while many outlets are under pressure, new independent initiatives are emerging. As an educator and researcher, I observe that today's journalist is not just a reporter, but also a fact-checker, a communicator, and increasingly a critical thinker and storyteller.
Career prospects depend on adaptability, digital literacy, ethical awareness, and resilience. However, there are real challenges: financial instability, burnout, and ethical dilemmas around trauma reporting, accuracy under pressure, and the blurred lines between activism and professionalism.
Adzovie : In Ghana, it is common knowledge that most journalists are not well paid. This discourages potential journalists. Regarding working conditions, I will describe that as average. Working conditions are not too good - even though there have been significant improvements lately.
How does journalism education at your university integrate innovative technologies like AI tools?
Adzovie : I think, AI is one of the biggest challenges to journalism in Ghana. So far, there is no deliberate policy on the use of AI tools in teaching and learning. However, individual professors adopt innovative technologies in teaching courses such as introduction to new media. They also encourage students to responsibly explore AI tools, specifically in projects such as vlogs and podcasts.
Parada Llanes: For us at the Externado de Colombia University, the practical component of our curriculums is very important. We have classes designed as workshops that focus on production exercises and require the use of software and hardware resources – from recording equipment to an editing room.
Regarding AI tools, there are courses that focus on exploring these tools and how they can contribute to the professional practice of communication and journalism, and there are also the explorations that lecturers undertake within their courses.
Burovets : W e are gradually integrating new technologies into our curriculum. In my master's course 'Audiovisual Formats: Creativity, Fact-Checking, and Production Tools', students work with AI-powered tools at various stages of content creation. We also explore generative AI tools (like ChatGPT) to reflect on authorship, responsibility, and the limits of automation in journalism.
The goal is twofold: to equip students with practical skills and to cultivate critical thinking around the ethical use of such technologies. AI is a tool, but human judgment remains central.
What role does international collaboration play in your program?
Parada Llanes: We constantly welcome exchange stud ents – having both incoming and outgoing programs – in the faculty's undergraduate and graduate programs. From a research and teaching perspective, it is very important for us to strengthen ties with academic peers around the world, learn about other practices that can enrich our professional practice, and understand different perspectives on communication and journalism. All of this is a priority and allows us to constantly strengthen our programs .
Burovets : International cooperation is vital, especially during wartime, when isolation can threaten academic growth, safety, and exchange. It allows us to compare models, broaden perspectives, and co-develop new ways of teaching and researching journalism.
During my academic visit to DW Akademie in Bonn, I experienced firsthand the value of open dialogue among educators, researchers, and students from different countries. Together with colleagues from Ghana, Colombia, and members of the DW Akademie and IMS teams, we worked on ideas for a future collaborative research project focused on the challenges journalism education faces in the age of artificial intelligence. We plan to engage students from our institutions and present the results at an international conference later this year.
Adzovie : International collaborations foster intercultural exchange not only for our students but also for professors. They expose us to different problem-solving skills.