This study aimed to examine the impact of utilizing artificial intelligence techniques on developing media content production skills among media students in three different educational contexts. This study employed a quasi-experimental design with independent groups, involving 90 students distributed across: France (n = 30) from the École Supérieure de Journalisme et de Communication, Egypt (n = 30) from Minia University, and the United Arab Emirates (n = 30) from Al Ain University. Each group received an applied training program integrating AI tools into editing and proofreading, fact-checking and media verification, and digital media production. The results showed significant improvement in all measured skills after the training, with high effect sizes, most notably, France: η2 = 0.949, Egypt: η2 = 0.912, and the UAE: η2 = 0.887. The results also indicated that the French group outperformed the others in the effective use of the tools and the quality of the produced content, followed by the Egyptian and then the Emirati groups. These results underscore the importance of integrating artificial intelligence techniques into media curricula to enhance students’ skills and improve the quality of their media production.
Fayez et al. (2026) studied this question.