Digital media in public relations education the case of selected universities in Ghana

Abstract

This qualitative study explored the incorporation of digital media into undergraduate PR education in Ghana, using UniMAC-GIJ and UPSA as case studies. The study explored the methods through which PR educators have incorporated digital media into the curriculum; assessed public relations students' perspectives on this incorporation; and identified emerging issues in integrating digital media within public relations education. The study employed Kolb’s experiential learning theory and collected data through in-depth interviews with PR educators and focus group discussions with selected PR students. Findings indicate that both universities actively incorporate digital media courses and topics within their public relations curricula, employing diverse teaching strategies such as case studies and critiques, practical applications, and assignments to enhance digital literacy. The educators also utilize digital tools and platforms including YouTube, Microsoft Teams, Google Meet, Zoom, and WhatsApp to teach which enhancesstudents' engagement, while equipping them with digital skills. However, while the students believed that digital media skills were pertinent to public relations education and industry, they expressed a preference for a more hands-on approach to learning digital media, suggesting that current methods may not fully meet their needs for practical experience. The study highlights the multifaceted issues of integrating digital media into public relations education, encompassing technological, infrastructural, and pedagogical aspects that need attention and resolution. The study also suggests strategies to better prepare students for the digital dimensions of the public relations industry.