La formación de periodistas en la era de la inteligencia artificial: aproximaciones desde la epistemología de la comunicación

This article explores the impact of generative artificial intelligence on university-level journalism education from an epistemological standpoint. In light of the growing presence of these technologies in newsrooms and educational settings, the authors examine how AI is reshaping traditional teaching and learning models, challenging the core competencies of the journalistic profession. Drawing on a critical review, the text proposes ten strategic approaches to rethinking university curricula — ranging from a redefinition of epistemic authority and journalism’s social function to the tensions between instrumental and humanistic learning.The article underscores the potential of AI to relieve journalists of repetitive tasks, thereby highlighting the need to reinforce transversal skills such as critical thinking, ethics, creativity, and interdisciplinary collaboration. Rather than advocating for a superficial incorporation of AI, it calls for its cross-cutting integration within academic programmes. Finally, it emphasises the crucial role of universities as spaces for cultivating reflective professionals, capable of acting responsibly in an increasingly automated digital media environment. The article offers a nuanced reflection on the challenges and opportunities that AI poses for journalism education, pointing towards a more ethical, adaptive, and socially oriented pedagogical model.