The rapid acceleration of artificial intelligence (AI) and, more recently, generative AI is reshaping journalism in ways that extend far beyond earlier forms of news automation. As generative AI tools become widely accessible and capable of processing unstructured data, longstanding definitions of automated journalism—once centered on structured datasets and template-based text generation—are being fundamentally reconfigured. This paper presents the most comprehensive and up-to-date systematized review of automated journalism scholarship, expanding on earlier research by synthesizing 185 peer-reviewed, English studies published between 2012 and 2024 about machine-generated textual news content published online. Through a rigorously designed search strategy across four major social science databases, this review maps how the field’s conceptual, methodological, and geographical contours have transformed as AI and generative AI become increasingly ubiquitous. The findings show a surge of research in 2024 alone, as well as the emergence of more than 150 overlapping terms used to describe AI- and algorithmically generated news, illustrating significant conceptual fragmentation. Despite no overly dominant theories, concepts or frameworks, key themes include credibility and trust, human–machine collaboration, newsroom adoption and institutional logics, transparency and disclosure, and the ethical and regulatory challenges introduced by increasingly sophisticated AI systems. By consolidating patterns, evaluating an expanded selection of key terms, and assessing theoretical and conceptual frameworks, this review demonstrates how AI and especially generative AI reflect the speed of industrial change, but also the lack of shared academic frameworks to make sense of that change.

Across a number of disciplines, hybridity is regularly invoked when two previously distinct elements – whether objects, concepts, frameworks, practices, models, mediums or institutions – are brought together. However, this is often done with a vague theoretical nod. Labeled a hybrid and left at the level of broad theory, scholarship has tended to ignore a critical issue: what happens when the disparate elements of a hybrid are introduced in practice? This conceptual paper takes the case of academic explanatory journalism, a nascent intentional collaborative practice between academic authors and journalist editors, in order to illustrate how the theoretical concept of hybridity plays out in practice. This particular case presents a number of opportunities and benefits within a Western democratic context. However, our examination highlights that without a more nuanced discussion of how hybridization plays out in real life, its potential benefits are compromised. We propose a five-step framework that can be applied to other examples of hybridity, across varied disciplines beyond media and communication studies. This five-step framework helps uncover the complications that might arise when disparate elements are hybridized, moving from theory into practice. The approach helps create the space and understanding needed to design solutions pre-emptively.

Larger class sizes in higher education can generate many challenges for educators, notably increased negative student evaluations of teaching. This study suggests that one strategy for countering some of the shortcomings of the large classroom is to take a relational teaching approach. We coded the relational communication behaviours of professors teaching in large in-person classrooms and found that encouraging participation as well as having a relaxed body position were most prevalent among instructors with typically high course evaluation ratings. In addition, correlations between relational teaching behaviours and students’ course evaluation reports found that instructors with the highest scores were more likely to make eye contact and to smile. We argue that relational teaching behaviours may have an impact on students’ perceptions of teaching quality. These findings provide insights into more effective relational teaching in the large class, in particular demonstrating that the most prevalent relational teaching behaviours are not necessarily the most important or effective.