Abstract
The article presents a comparative sociological analysis of global trends in the introduction of artificial intelligence (AI) in higher education programs in journalism. Political initiatives from different regions, the level of accessibility of artificial intelligence technologies and digital inequality, ethical aspects of the use of artificial intelligence in teaching, as well as pedagogical practices and platforms used to teach journalism through artificial intelligence are considered. The study relies on relevant scientific literature, international reports and statistics as of 2020. General trends have been identified-the desire to provide graduates with skills in working with AI and the integration of AI tools into the educational process –in the face of significant differences between regions (Kazakhstan, Europe, USA, China, Japan) in public policy, resource provision and regulatory and ethical approaches. Conclusions were drawn about how the specific conditions of each region affect the introduction of AI in the knowledge of journalists, recommendations were proposed to take into account best practices and overcome digital inequality.