The Diffusion of AI Innovation in Media Education: A Critical Assessment of Teacher Literacy

Abstract

The research paper examines the condition of Artificial Intelligence (AI) literacy among faculty members in journalism and mass communication at Khyber Pakhtunkhwa, Pakistan. The study relates to the theory of Diffusion of Innovation, being based on the analysis of the factors such as socioeconomic status, geographical location (urban or rural), tenure, and institutional encouragement that affect the competencies of teachers in the fields of AI knowledge, use, analysis, and critical thinking. The structured questionnaire was used to gather data on 19 members of the faculty of various universities in the region. The results show that there are profound differences in AI literacy, which is conditioned by a combination of demographic and institutional factors. Although the vast majority of them demonstrate a theoretical comprehension of the role of AI in the modern media (print, broadcast, and online), their practical skills in using AI tools to assist with pedagogical and professional activities are rather inconsistent. It is worth noting that the disparity between literacy is most evident in the rural and under-resourced institutions where limited access and exposure are the key factors. The paper highlights a need to implement systematic training, incorporate AI in the curriculum, and provide favorable policy interventions to improve AI competency. It concludes with targeted recommendations for students, educators, academic institutions, and policymakers aimed at bridging the digital literacy divide and fostering the responsible, effective adoption of AI in journalism education.

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