From Awareness to Action: Rethinking Media Education in Lebanon in the Age of Artificial Intelligence

Ali Ahmad

Abstract


This study investigates the structural, epistemological, and professional challenges imposed by artificial intelligence (AI) on media and communication education, specifically in Lebanese higher education. It addresses the central research question: "What are the theoretical and practical challenges confronting media education in an AI-driven environment?" Using a descriptive-analytical approach, the study combines qualitative and quantitative methods, including questionnaires, semi-structured interviews, content analysis, and thematic analysis of curricula from five Lebanese universities. The findings of this study indicate significant gaps between technological advancements and existing academic practices. The key challenges include limited AI expertise among media faculty (72%), insufficient curricular integration of AI technologies (85%), frequent informal use of AI tools among students (60%), and ethical concerns such as plagiarism and reduced critical thinking (77%). Additionally, the study identifies a clear absence of comprehensive institutional strategies and infrastructural support for AI integration. To ensure the Lebanese media education sector benefits from the global digital transformation, this study recommends a holistic approach that includes specialised AI training for faculty, curricular revisions to embed AI competencies, and robust ethical guidelines for AI use. This strategic approach aims to position Lebanese universities to prepare effectively media graduates for the AI-driven professional landscape.

 

Keywords: Artificial intelligence, media education, media curricula, university curricula, Lebanon.

 

https://doi.org/10.17576/JKMJC-2025-4104-26


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