The article deals with current status and shortcomings of journalism education in China. It aims to gain in-depth insights into the journalism
education model, considering the vast number of students in Chinese universities and focuses on innovations in journalism education within the context of rapid media development. The analysis primarily focuses on representative universities identified from Chinese academic assessments, aiming to detect commonalities and provide insights for other universities. Journalism education in contemporary China has experienced rapid development, with various types and levels of institutions establishing journalism and communication programs. The origins of higher education in media studies can be traced back to journalism, which later evolved into the discipline of journalism, incorporating
communication studies. In 1997, communication studies were established as a separate academic discipline. Apart from journalism and communication education, film and media arts education has also seen rapid growth in China. With the advancement of the internet and digital technologies, the media industry has undergone significant transformations, posing new challenges and requirements for future journalists. From the current state of journalism education, it is apparent that universities face issues related to educational objectives, program offerings, and teaching methodologies. To improve the quality of future journalists’ training, universities should adjust journalism programs accordingly: emphasizing theoretical learning while enhancing practical teaching, increasing collaboration with news media companies to encourage students’ active participation in practical activities, identifying and addressing deficiencies through hands-on experience, and making the cultivation of versatile journalists a key educational objective.