Repositioning Journalism Education in Nigeria: A Theoretical and Practical Evaluation of Experiential Learning, Social Constructivism, and Gatekeeping Imperatives

Journalism education in Nigeria faces significant systemic challenges that undermine its effectiveness in producing industry-ready graduates. Many journalism programs rely heavily on theoretical instruction, neglecting the practice-oriented and socially embedded nature of journalism as a profession. This paper critically evaluates the current pedagogical structures and proposes comprehensive reforms based on established educational and communication theories, particularly Kolb’s Experiential Learning Theory (1984), Vygotsky’s Social Constructivism (1978), and White’s Gatekeeping Theory (1950). Kolb’s Experiential Learning Theory emphasizes the need to integrate field-based reporting assignments, newsroom simulations, and project-based learning into the journalism curriculum to foster industryrelevant competencies. Social Constructivism, advocate for structured mentorship where practicing journalists guide students through increasingly complex reporting tasks. Gatekeeping Theory reveals that journalism education in Nigeria must go beyond the mechanics of news writing to interrogate the power structures, commercial interests, cultural biases, and algorithmic influences that shape what ultimately becomes news. The study concludes that effective journalism education in Nigeria must transcend the boundaries of traditional lecture halls.It must adopt holistic, experiential, and socially embedded pedagogical models that incorporate industry practitioners as lecturers, embrace collaborative reporting projects, and establish campus-based newsrooms. The integration of practicing journalistsinto academia, curriculum flexibility, and a deeper engagement with gatekeeping dynamics are not optional but essentialstepsto producing journalists capable of advancing societal progress and democratic accountability in Nigeria.