“I sometimes miss learning about the rest of the world”: Are Danish journalism classrooms global enough?

A classroom that brings together voices from different parts of the world often becomes more than just a space for lessons – a point echoed in journalism education research.

As Cecilia Arregui Olivera, lecturer and a researcher at Aarhus University, notes, journalism students increasingly navigate “a complex, globalized setting” that requires both practical skills and critical, internationally informed thinking.

Her analysis of the Erasmus Mundus Journalism Programme highlights how diverse cohorts help students engage with multiple cultural and political perspectives, fostering what she calls “a truly reflective and critical journalism education.”

More global narratives

This scholarly work also emphasizes that global exposure influences how students understand the role journalism plays across societies.

Cecilia Arregui Olivera argues that journalism education must develop “a culture of inquiry” that moves beyond national boundaries and encourages students to recognize how “journalism participates in the production and circulation of meaning in our society.”

Her findings support what multiple students at DMJX also express: that no issue, debate, or news event exists in isolation, and that the forces shaping one community often mirror or influence developments elsewhere.

While talking to Magnus Reinhold Haahr, a third-semester journalism student at DMJX, one thing that was revealed is that some students would like to learn more about the global narratives or simply what it means to be a journalist globally rather than just one country. 

Magnus Reinhold Haahr explained that before joining DMJX, his main focus had been international political news, but after enrolling he also began following Danish news more closely.

He also mentioned that the institution offers students the opportunity to go on exchange programmes, which not only broadens their knowledge and skill set but also exposes them to the global landscape in a practical way.

“The main focus of the courses here is Denmark, and I sometimes miss learning more about the rest of the world. That’s why I started exploring exchange opportunities. That said, this place equips us with a kind of toolbox that helps us wherever we go, because it provides us with a strong set of transferable skills,” said Magnus Reinhold Haahr.

Globalisation in the classroom

Talking to Regitze Nicoline Malmgart, a TV and Media Production student at DMJX, she noted that the course structure is currently very Denmark-focused.

“There was a freelance documentary filmmaker who came and screened his film, but he has been living in Denmark for quite a few years and was already familiar with the Danish perspective. His input didn’t really give us a different point of view,” she said.

Regitze Nicoline Malmgart would prefer guest lectures and workshops that introduces more global perspectives. However, she pointed out that the course she is in is highly competitive to get into and focuses more on production than journalism.

Further, Regitze Nicoline Malmgart highlighted that even without physically bringing the world into the room, educators can still expose students to a wide range of global narratives.

The paper ‘Enhancing Journalism and Communication Education Through Virtual Simulation Technology’ by Zhen Chen and Qi Chen from 2025 highlights that workshops focused on cross-border reporting, guest lectures from journalists working abroad, and multimedia tools that bring international case studies to life can all serve as powerful bridges.

In the same paper, it was attributed that how virtual newsroom simulations and related digital tools can supplement traditional journalism teaching by immersing students in realistic reporting, editing, and decision‑making scenarios shaped by political, economic, and institutional constraints.

Adding to this, Emil Delord Frimand Probst, the Student Council chairman at DMJX and a third-semester journalism student, highlighted, “Workshops and multimedia tools sound like a great way to learn more about global narratives. Maybe some guests from around the globe could also give us their perspectives.”

Expanding on the same thought, Magnus Reinhold Haahr, said, “A few years ago, I attended a lecture by a photojournalist who had been documenting an African village for the past ten years, showing how climate change is affecting them now. I think those kinds of perspectives are important for understanding the world in general. That is why I believe guest lectures, or perhaps some additions to the core curriculum of how journalism is taught here in Denmark, are necessary.”

New course opens perspective

To the recent addition of extra fourth‑semester modules at DMJX on climate change and global journalism, Emil Delord Probst said, “I think global narratives should be brought more into the classroom. It is important to understand the world and get perspectives on different countries and people. The way journalism is being taught and used in different areas and states. Global narratives should be brought into Danish classrooms in a way where they interact with the national narratives. But I also really like the way we are taught journalism already.”

In a conversation with Magnus Reinhold Haahr, he also highlighted that the new course prepares students for the job market, as it is a professional programme.

The curriculum allows them to intern with various companies, which helps them gain a solid footing in the media industry. By the time students graduate, they are equipped not only with knowledge and skills but also with a practical understanding of the industry.

Asbjørn Jørgensen, an associate professor at DMJX, explains that adding or changing content comes with a trade-off.

“This is not a regular course but a professional one. We are preparing students for the job market. If we want to do more in this context, which the school is already doing, it also means we have to skip something else. But the main question is not what replaces what, but rather where should we put it? For example, there was a course on dialogue journalism; next spring semester, it will not be offered. One cannot do everything, of course. That is the reality of the situation,” explained Asbjørn Jørgensen.