I always thought mastering the 5W+1H, writing the perfect lede, and structuring stories with the inverted pyramid was enough to be a good journalist.

By my third year at Dhaka University, I could draft and edit a feature confidently. Yet, I often felt something was missing. I knew the theory, but I did not know how it worked in a real newsroom.

To satisfy that curiosity, I joined The Business Standard as an intern last year. 

Initially, I was given small tasks like basic editing and news writing. In my second week, my first feature article was published. Over three months I wrote features, explainers and photo stories, which taught me more than any classroom ever had. 

After the internship, I joined the team as a Sub-editor, balancing daily hard news editing with writing features every week or so.

These experiences showed me how classrooms provide structure while newsrooms demand speed, teamwork and constant improvisation. 

That realisation made me wonder if this gap was only my personal struggle or a wider challenge for journalism students.

To dig deeper into the issue, let’s hear from alumni now working in different branches of the media, as well as a faculty member shaping the curriculum.

Learning under pressure

For journalists working in print media, the contrast may hit sharp. 

Sakab Nahian Srabon, a staff sub-editor at The Business Standard and a graduate of Dhaka University’s Mass Communication and Journalism Department, said only a handful of lessons carried directly into newsroom life. 

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

These basics gave graduates a head start, though beyond that, most lessons felt outdated. 

“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.

Time-pressure made the difference sharper. At university, Srabon recalled being given an hour to edit a story. In the newsroom, the same 60 minutes might involve 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, write and edit at speed,” he said. 

To bridge the gap, he argued that the syllabus must evolve. “Working journalists should continue to take classes and workshops, while students must be exposed to AI, 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 of Dhaka University, now 63 years old, is widely regarded as one of the leading programmes in the country. 

As part of the nation’s top university, it is considered the benchmark for journalism education in Bangladesh. 

This makes the experiences of its graduates particularly significant, though the question remains how well the programme prepares students for modern newsrooms.

When theory meets reality

In multimedia journalism, the gaps look different. Meer Raihan Masud, a former BBC multimedia sports producer and now a digital literacy trainer, said classroom basics provide a foundation but cannot capture the fast-changing nature of digital platforms. 

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

The rise of click-driven journalism has only deepened the divide. “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.

For Meer, what still matters most from classrooms are ethics. “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, he called for curriculum reform that focuses on practical training. 

“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 presents its own challenges, especially in live reporting. Faria Fatima Sneho, an assistant content creator at Prothom Alo and an MCJ alumna, reflected on how classroom training translated into the broadcast newsroom. 

She admitted that the basics she learned, such as script writing, voice modulation and handling the camera, help only slightly in a fast-paced environment. 

“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 biggest challenge was bridging the gap between 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. 

Even though students were promised hands-on experience in television, film and photographic laboratories, most of the training remained theoretical. 

“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 noted that some private universities now offer more practical training in their own multimedia labs, whereas Dhaka University is still focusing mostly on theoretical aspects.

Despite these challenges, Sneho believes working in a newsroom eventually makes the process easier. “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 got to bridge?

From the academic side, Dr Md Khorshed Alam, an Associate Professor in the Department of Mass Communication and Journalism at Dhaka University, acknowledged the challenges of keeping pace with the industry. 

He explained that as students enter professional life, it naturally takes them time to adjust. 

Yet alumni and media professionals often expect them to be ready from day one, which he said 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 obstacles, Dr Alam added, lies in resources. The department does not have enough funding, nor does it have a proper studio or newsroom setup for 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 is another concern for him. Since the department does not always have in-house specialists, it relies on external teachers. 

But the university offers only a minimal honorarium of Tk15,000, which discourages skilled professionals. Over time, this has widened the gap between faculty knowledge and industry needs. 

“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 address this, Dr Alam suggested stronger collaboration 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 to resources, noting that while NGO donations could improve facilities, proper maintenance and skilled personnel are just as essential.

Finally, he acknowledged the outdated 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?

These perspectives raise a wider question. If such challenges exist in the so-called best university of the country, what might the scenario be in other universities where media studies and journalism departments are still developing? The gap between classrooms and newsrooms is likely even wider there.

Graduates and teachers alike believe bridging this divide will require universities to work more closely with industry. Guest lectures, newsroom simulations and internships could help students adapt before they face real-world pressures. Updating faculty training is also key, since many teachers have not worked in digital-first newsrooms.

The media landscape is changing fast while university syllabuses remain tied to older models. Until these are updated, students will continue to face the shock of moving from a classroom where they edit one story an hour to newsrooms where six must be completed in the same span.