This study examines the role of linguistic and translation strategies in the media coverage of journalism education challenges, combining discourse analysis, comparative translation analysis, and scenario planning. Focusing on both local and international media texts, the research investigates how issues such as curriculum development, pedagogical innovation, and professional-practical training are framed, and how translation practices influence interpretation across linguistic and cultural contexts. The study employs a mixed qualitative methodology, including corpus-based analysis, Venuti’s domestication and foreignization model, and comparative evaluation of student translations. Key findings indicate that while student translators demonstrate grammatical competence and readability, they face challenges in cultural adaptation and idiomatic accuracy. At a broader level, expert-led scenario planning identifies stable trends (e.g., technological integration, hybrid learning, core journalistic skills) alongside uncertain trends (e.g., learner agency, flexible education models), producing four plausible future scenarios for journalism education. The research highlights the critical interplay between language, translation, and media discourse in shaping public understanding and provides practical insights for educators, translators, and policymakers aiming to enhance both translation practices and journalism pedagogy.

Journalism education; media discourse; linguistic strategies; translation strategies; discourse analysis; comparative translation analysis; scenario planning; mixed qualitative methodology; corpus-based analysis; domestication; foreignization; cultural adaptation; idiomatic expressions; student translations; interaction between media and language; pedagogical innovations; professional and practical training; journalism pedagogy; technology integration; hybrid education; educational development scenarios.

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