Keywords
higher education curriculum
journalism ethics
generative artificial intelligence
professionalization
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Abstract
This article analyzes the historical transformation of journalism education in Mexico between 1949 and 2025, from the institutionalization of the first specialized schools to the rise of platform culture and the emergence of generative artificial intelligence. The theoretical framework brings together professionalization, professional ethics, school culture, curriculum history, and media literacy. The study follows a qualitative, documentary, and historical-interpretive approach based on specialized literature and institutional sources, such as curricular documents. The analysis organizes this process into four stages and identifies technological, professional, curricular, and educational changes. Findings show that technological innovations have not replaced the traditional challenges of journalism education; rather, they reshaped persistent tensions among professional practice, theory, market demands, ethics, and public service. The Internet, social media, and artificial intelligence have expanded opportunities for content production and access, while intensifying challenges related to verification, authorship, visibility, and algorithmic dependency. The paper concludes that curricular transformation becomes more coherent when technological updating is integrated with research, contextualization, ethics, and a historical understanding of the profession.
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