Generative AI in journalism education: journalism students’ perspectives from Vietnam

Abstract

This study explores how journalism students use generative AI in their learning and professional skills development and analyzes their perceptions of the benefits, challenges, and solutions for using AI effectively and responsibly in journalism education. The study employs a qualitative approach through semi-structured in-depth interviews with 21 journalism students from four higher education institutions in Hanoi. Data were analyzed using thematic analysis with the support of Taguette software and interpreted based on the AI Literacy theoretical framework. The findings reveal three major themes. First, students use AI to support information retrieval, idea generation, content editing, and journalistic content production, viewing it as a tool that enhances learning efficiency and professional skills development. Second, participants expressed concerns regarding information reliability, professional ethics, copyright, and over-reliance on AI, while emphasising the importance of critical thinking, fact-checking, creativity, and field reporting. Third, students advocated the responsible integration of AI into journalism education through AI literacy development, ethical guidance, and transparent institutional policies. This study contributes empirical evidence from the Vietnamese context and extends the application of the AI Literacy framework in journalism education by conceptualising AI literacy as a professional competency encompassing functional AI use, critical evaluation, and responsible practice.