Learning journalism is easy until you step into a newsroom

I always thought I had journalism figured out – just master the 5W+1H, write a killer lede, and stack the rest with the good old inverted pyramid. Easy, right?

By my third year at Dhaka University, I could draft and edit a feature with confidence. But deep down, something felt off. I knew how journalism was supposed to work, I just hadn't seen it work.

So, to cure that itch, I joined The Business Standard as an intern last year.

At first, I got the usual starter pack: small editing jobs and basic news writing. Then came the thrill, my first feature got published in the second week! Three months flew by in a blur of writing features, explainers, and photo stories. And honestly? Those three months taught me more than any classroom ever did.

After the internship, I stuck around, this time as a sub-editor, juggling hard news editing by day and writing features whenever I could squeeze one in.

That's when it hit me: classrooms teach structure, but newsrooms run on speed, teamwork, and constant improvisation.

Can classrooms emulate the same intensity as newsrooms?

And that realisation got me thinking, was this just my own growing pain, or do other journalism students feel this gap too?

To find out, let's hear from some alumni who are now out in the field, along with a faculty member who's helping shape the next generation of reporters.

Learning under pressure

For print journalists, the reality check can hit fast and hard.

Take Sakab Nahian Srabon, staff sub-editor at The Business Standard and graduate of Dhaka University's Mass Communication and Journalism Department. He said only a handful of classroom lessons really make it to the newsroom intact.

The academy cannot equip students with everything in advance

Dr Md Khorshed Alam, Associate Professor, DU

"The 5W1H, the intro, and how to write a headline are what make journalism students stand out from others in the newsroom," he said.

Those basics gave graduates a head start but beyond that, things got a little… vintage.

"The things we were taught in class were 'primitive' and do not match current newsroom practices," he said, citing manual fact-checking as an example.

And then there's the time pressure - the ultimate teacher. In university, Srabon remembered having a whole hour to edit a story. In the newsroom, that same 60 minutes might mean polishing five or six reports.

"Teachers may have taught us the basics, but in the fast-paced newsroom, senior colleagues showed us how to collect news accurately and write and edit at speed," he said.

So what's the fix? Srabon thinks it starts in the classroom.

"Working journalists should continue to take classes and workshops, while students must be exposed to Al, data journalism, fact-checking, digital storytelling and more. Only then will they be ready to meet the demands of today's newsrooms."

The Mass Communication and Journalism Department at Dhaka University, now 63 years old, is still one of the country's most respected programmes. As part of Bangladesh's top university, it sets the benchmark for journalism education.

That's why the experiences of its graduates matter so much. The question is: how well does the programme really prepare students for the newsroom of today?

When theory meets reality

In the world of multimedia journalism, the classroom-to-newsroom gap takes on a whole new shape.

Meer Raihan Masud, a former BBC multimedia sports producer and now a digital literacy trainer, said the basics taught in classrooms may build a foundation but they can't quite keep up with the breakneck pace of digital media.

"In video and graphics, you only learn the basics in class. What really matters is hands-on work," he said.

And then there's the digital pressure cooker, where clicks, likes, and shares often rule the day.

"Our newsrooms are hyper-textual and obsessed with going viral. These things cannot really be taught in class, so many students feel disappointed when they enter the field," he added.

Still, Meer believes some lessons never go out of style.

"My strongest professional identity is built on financial transparency and professional integrity. These values apply just as much in multimedia, where even a short clip can shape a political career," he said.

Like Srabon, Meer sees curriculum reform as essential, especially one grounded in real-world newsroom experience.

"Students need reality-based coursework. Mobile journalism, SEO, algorithms, digital safety should be part of the syllabus. And given the legal barriers facing journalists in Bangladesh, students must also be aware of digital laws," Meer said.

Standing in front of the camera

Broadcast journalism has its own brand of chaos, especially when the red light goes on and you're suddenly going live.

Faria Fatima Sneho, an assistant content creator at Prothom Alo and an MCJ alumna, reflected on how her classroom lessons stacked up once she entered the fast-paced world of broadcast.

She admitted that the basics she learned – script writing, voice modulation, handling the camera – helped, but only so much.

"It does not help that much. But it is better to start from something than to start from zero. Learning the basics and implementing them in real life makes it a bit relatable. Over time, when we use them regularly, our word quality and overall delivery improve," she said.

The real hurdle, according to Sneho, was bridging theory and practice.

"The syllabus we had did not offer any real practical exposure. So when we were suddenly made to stand in front of a camera, it became very difficult to relate theory with practice," Sneho said.

Students were promised hands-on training in television, film, and photography labs, but much of that stayed stuck in theory.

"Even though we had a broadcast journalism course, it mostly delivered lessons for reporting in newspaper newsrooms. The broadcast newsroom portion was limited and mostly theoretical, with very little practical training," she explained.

She also pointed out how some private universities are now getting ahead by offering real multimedia lab work, while Dhaka University still leans heavily on theory.

Despite it all, Sneho stays optimistic.

"Once you start working in a broadcast environment, things become easier with time. But the initial disconnect between classroom teaching and real newsroom work is hard to ignore."

So, where is this gap we've got to bridge?

From the academic side, Dr Md Khorshed Alam, Associate Professor in the Department of Mass Communication and Journalism at Dhaka University, acknowledged how tough it can be to keep pace with the industry.

He explained that when students step into professional life, it's natural that they'll need time to adjust.

Still, alumni and media professionals often expect them to be ready from day one, something he believes is unrealistic.

"Much of the learning comes from experience in the field. The academy cannot equip students with everything in advance," he noted.

One of the biggest hurdles, Dr Alam added, is resources. The department lacks sufficient funding and without a proper studio or newsroom setup, students miss out on practical exposure.

"Some universities have introduced electronic media studies with studio facilities, but we cannot do that due to resource limitations," he said.

Faculty expertise, too, is a concern. Since the department doesn't always have in-house specialists, it depends on external teachers. But with the university offering only a Tk 15,000 honorarium, attracting top professionals isn't easy.

Over time, that's widened the gap between what's taught in classrooms and what's needed in newsrooms.

"Many faculty members are communication specialists. Some had journalism experience earlier in their careers, but gradually shifted to communication and media studies. This leaves fewer proper journalism experts in the department," he said.

To fix this, Dr Alam suggested a stronger partnership between academia and industry.

"This should involve both students and teachers, so that faculty remain updated with current practices. Recruitment should also prioritise individuals who have practised journalism and are willing to maintain engagement with the profession after joining the university," he argued.

He also pointed out that while NGO donations could improve facilities, proper maintenance and skilled personnel are just as essential.

And then there's the elephant in the room: the syllabus.

"The curriculum we teach is 10 to 15 years old, though the academic committee is now reviewing it. Basics of journalism remain the same, only improvised with time. What we need is to combine updated courses with skilled teachers who can make them meaningful," he said.

Faster measures for a fast-paced media landscape?

All these perspectives circle back to one big question: if these challenges exist in the country's top journalism department, what might things look like in universities still finding their footing?

Chances are, the classroom–newsroom gap is even wider there.

Both graduates and teachers agree that bridging this divide will take real collaboration. 

Guest lectures, newsroom simulations, and well-designed internships could prepare students before they're thrown into the deep end. 

Faculty training is just as important, especially for teachers who haven't experienced today's digital-first newsrooms.

The media world is evolving by the minute, while university syllabuses are still stuck in another era. 

Until the curriculum catches up, journalism students will keep facing the same shock; moving from classrooms where they edit one story an hour,  to newsrooms where they must finish six in that time.