Today, the media around the world construct the modern media reality and play a key role in the processes of media globalization. In this regard, one of the important areas of international cooperation is the development of media and the creation of a common information space. In particular, the countries with developing economies that are part of the BRICS group entrust the mass media with the mission of strengthening mutual understanding between countries, developing cooperation in the political, economic and social spheres. One of the resources for achieving this goal, in our opinion, is higher education, which determines the quality of training future journalists. Therefore, the purpose of this article is a research analysis, suggesting the allocation of general and special in educational programs in journalism in high-ranking BRICS universities. The author provides a brief overview of the characteristics and problems of higher education in the countries of the "five". In the practical part, the websites of five high-ranking universities containing information on educational programs in journalism are analyzed. The analysis criteria include the mission of the department / faculty / school, educational objectives, features of bachelor's, master's and postgraduate programs, focus on international cooperation. The analysis revealed that higher journalism education at the selected universities strives to develop research in the field of media communications and prepare universal journalists capable of adapting to new socio-economic and technological conditions. At the same time, national characteristics and goals are preserved in educational programs. The number of educational programs in journalism is increasing and diversifying through the expansion of research in the field of media communications. There is an active integration of journalism education in the related fields of communications and media. At the same time, despite successful adaptation to globalization changes and readiness for international cooperation, journalism education in the BRICS countries retains national characteristics, offering alternative ways of developing professional journalism.
The paper examines the features of online education in the leading universities of the BRICS countries in order to find out to what extent universities were ready for an emergency transition from traditional education to an online format in the context of a pandemic. The goals of online education, the variety of tools and technologies, the possibilities of inter-national cooperation with universities, accessibility / openness for foreign students are assessed. It has been established that the leading universities of the BRICS countries, using digital technologies in edu-cation, strive to democratize it, recommend it at the level of the country and the world as a whole, estab-lish close contacts with the national and interna-tional academic and scientific communities, and successfully respond to the challenges of reality. In general, the high-ranking universities of the BRICS countries have successfully passed the test of strength, since each of the universities already had a certain set of online education tools, and the pan-demic has become a reason for the improvement of technologies and total digitalization of education.
mp3. 20. M. Castells. Sila obshcheniya [The Power of communication]. Moscow (2017). 21. E. N. Serdobinceva. Informatsionnyye zhanry v publitsisticheskikh tekstakh [Information genres in journalistic texts]. Penza (2019).22. A. S. Sumskaya, S. A. Sverdlov. "Analogovoye" i "tsifrovoye" pokoleniye mediaauditorii: rol' kommunikativnoy i kul'turnoy pamyati v transformatsii media-praktik ["Analog" and "digital" generation of media audience: the role of communicative and cultural memory in the transformation of media practices].
The article studies the transformation of professional orientations of journalists in the context of the mediatization of society. Researchers define mediatization as a two-way process that refers to the development of digital technologies, the spread of the Internet and new media within which media and social institutions mutually influence each other. The advancement of digital technologies, the increased availability of the Internet, smartphones, and social networks for a wider population trigger the mediatization process. The institute of journalism and the professional activity of a journalist is the most vulnerable to mediatization. To study the transformation of professional orientations of journalists in the context of the mediatization of society, we carried out a series of in-depth interviews with journalists (N = 10) in 2020–2021. We also analyzed data from international and Russian sociological studies made between 2012 and 2016. The results showed that under the mediatization of society, it is the audience that guides a journalist. And this, in turn, attracts advertisers. In addition, there occurs ‘a desacralization’ of the image of the journalist since the audience is involved in the news production process. In the face of the struggle for the attention and trust of the audience, there emerges the necessity to update the principles of efficiency and fact-checking. As for the ethics of a journalist, the informal rules of conduct, adopted in a particular publication are the priority, while the norms enshrined in professional codes fade into the background. The freedom and independence of the journalist are declining, which professionals themselves associate with political and economic pressure and regulatory restrictions. Editors, media owners, the editorial policy of a publication, inner convictions, and personal values — all of this affects the journalist’s activities. According to journalists, the image of a professional acquires a negative colouring in the public eye due to the erosion of the credibility of media practitioners. Finally, mediatization processes lead to over-information, which increases the risk of journalists’ burnout.
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