Purposeful PR education for common good: mapping a dynamic framework for purposeful PR education

Public relations (PR) education is an integral part of the professionalisation of the discipline, its sustainability and excellence in educational programmes (Smudde, 2020). The concepts of sustainability and purpose are regarded as essential to any discussion of communication practices and decision-making, presenting public relations with the opportunity to influence future practices towards social change within organisations as well as the broader society. In the words of Professor Anne Gregory, “Public relations has a critical role in helping organizations navigate the complexities of modern society. It is about building trust, fostering transparency, and driving ethical behavior to create a positive impact on communities and the world at large” (Global Alliance, 2023).

Public relations as a discipline focuses on communication and relationships as stated in the definition by Edwards (2011, p. 28), namely that public relations is “the flow of purposive communication produced on behalf of individuals, formally constituted and informally constituted groups, through their continuous transactions with other social entities”. This definition aligns with the statement by Gregory (Global Alliance, 2023) in so far as it highlights the need for public relations professionals to build purposeful relationships. To build purposeful relationships in a poly-contextual, diverse and complex environment, public relations professionals need to be sensitive to and inclusive of society and its needs as well as understand the influence they have on decisions and behaviour of stakeholders, through their communication. Building relationships and understanding stakeholders go beyond studying their behaviour and sentiments. It requires engagement, personal agency and a commitment to dialogue, co-creation and ethical responsibility (Edwards, 2016; Verwey, 2015; Wolf and Archer, 2018). Preparing graduates for this role demands more than analysing public relations and communication theories developed in predominantly western contexts, but it should include alternative approaches in public relations education. Such alternative approaches include non-western perspectives (Anani-Bossman and Tandoh, 2023), contextual understanding or intelligence (Gregory and Willis, 2021), stakeholder-centred collaborations (Gregory and Willis, 2021) and reflective practice (Mules, 2018). Fostering inclusive, culturally sensitive and contextually intelligent public relations practice demands a departure from traditional educational paradigms to a multi-paradigmatic approach to public relations scholarship (Chaidaroon and Hou, 2021). As Verwey et al. (2017) argue, cultivating such competencies requires innovative and alternative approaches that respond to the evolving socio-cultural and professional landscapes in which public relations is enacted. Although well-established educational frameworks and practices are used by higher education institutions globally, it is necessary to review and adjust these frameworks to better suit the changing needs of students, educators and society. Disruptive events such as Covid-19, the rapid development of artificial intelligence (AI), international conflicts and growing concerns about the relevance of public relations qualifications in addressing industry needs necessitate a critical evaluation of current public relations pedagogy and the investigation of alternative frameworks. An inclusive approach requires a review of the interdependency of educator, students, educational context and the public relations industry (Bardhan and Gower, 2020).

Public relations educators act as facilitators of learning and influencers of the public relations curriculum, professors and academics play an important role in what students learn (curriculum and content), how students learn (pedagogy) and how they develop as public relations practitioners. A holistic approach is not only earmarked for the individual student but also for the educator involved in the interplay of learning about public relations, developing public relations knowledge and skills in becoming public relations professionals. Public relations educators are defined as facilitators of critical thinking, ethical guides and advocates of diversity and inclusion while bridging the gap between theory and practice (by acting as role models and public relations professionals themselves) (Adi and Stoeckle, 2021). Students are not “empty vessels” who need to be “filled” with public relations knowledge but rather active explorers of public relations, its principles and practices and how and where they fit into the bigger picture and its context, both in organisations as public relations practitioners and in society as active citizens. Equally important is the educator's role of transformation and continuous self-development, understanding their own university context, their role as an educator of public relations practitioners and being relevant and capable of navigating different contextual realities. Relevant and “fit-for-purpose” curricula and learning approaches are needed to assist students to understand the current and future context they may find themselves in when practicing as qualified practitioners. Practices by educators, students and newly qualified practitioners require agile, effective and ethical approaches that benefit organisations and society. To achieve these objectives, the challenge is to influence public relations educators and curriculum developers to move from interest to implementation of alternative pedagogies which addresses the needs of students, educators, the public relations industry, organisations and society (Ragas and Ragas, 2021).

This conceptual article explores a purposeful, dynamic education framework for public relations education by mapping pedagogy of care, purposeful educational practices such as signature programmes and experiential learning. This is done by highlighting the benefits and the challenges in current practices. These approaches are well-established pedagogies in education; however, to date, a pedagogy of care (primarily focusing on individuals in a learning context) and signature pedagogies had limited application to public relations education. Experiential learning has a more established history in public relations education globally due to the vocational focus of the qualifications (Kinnear and Bowman, 2024; Zeler and Bridgen, 2025). The article further seeks to foster the growth of holistic, capable and contextually intelligent young practitioners, while positioning public relations educators as co-facilitators of transformative learning. The article positions the individual needs of both students and educators, approaches the learning process as inclusive, ethically grounded and context-sensitive. The proposed framework responds to the evolving demands of public relations practice in diverse and complex environments.

A pedagogy of care has its origins in the need to address the prevailing self-centred approach and lack of sustainable relationships often prevalent in higher education (Walker-Gleaves, 2019). It is defined by key elements such as the recognition of individual experiences, empathy for student experiences, relational engagements and a holistic support system (Noddings, 2013). In defining care as the foundation of a pedagogy of care, it is essential to understand the emphasis on mutual recognition, inclusivity, development, a community of individuals and relationships (Owens and Ennis, 2005). Theories of care in education identify the one caring and the one being cared for (Noddings, 2013 in Owens and Ennis, 2005, p. 2); with the characteristics of care in a reciprocal relationship including a student-centred focus, commitment and motivation of everyone involved; and responsiveness of the student to the content, educator and context. The importance of dialogue between the “one caring and the one being cared for” resonate with the familiar dialogic theory (Kent, 2017), which is often used in public relations research and practice. Relationship-building practices include listening, relating to experiences, building trust, modelling behaviour and confirmation of success. Inclusivity, as another key element in pedagogy of care, also relates to the argument by Bardhan and Gower (2020) for greater emphasis on diversity, equity and inclusion (DEI) in both academia and industry because “students are the future leaders of the industry, and faculty/educators shape these future leaders” (Bardhan and Gower, 2020, p. 102). By introducing a pedagogy of care into public relations education, each individual – whether student, educator or stakeholder – is recognised as an active participant in the learning process. This approach emphasises not only the acquisition of knowledge but also the co-construction of meaning through the relationships and dialogue between educator and student.

In the Global North, pedagogy of care has gained prominence as a response to student well-being, diversity and ethical responsibility in higher education (Legassic, 2023). Within public relations education, it aligns with industry demands for relational, dialogic and socially responsible practice. While globally relevant, its prominence in the Global South is strongly associated with traditions such as Ubuntu, which foreground collective responsibility and contextual inclusivity. Constructs such as reflexive self-knowledge, supportive environments and relationship building are discussed as focus areas in public relations curriculum development.

While pedagogies of care emphasise a student-centred approach and identify the educator as the caregiver, the well-being of the educator is equally important to that of the student. As Falkheimer and Heide (2015) argue, reflexivity is central to public relations and strategic communication because it requires practitioners to critically examine their own assumptions, values and positionalities and within a pedagogy of care, this reflexive self-knowing becomes essential for educators and students alike to co-create meaning and foster ethical, relational learning. The role of personal “knowing” in a pedagogy of care is crucial, the care for oneself as a public relations educator together with caring for the student offers a balanced approach to the process when developing influential public relations professionals in a partnership between universities, the public relations industry and society. Constructs such as an educator's self-knowledge influence the understanding of students (Hollingsworth et al., 1992 as cited in Owens and Ennis, 2005, p. 15), the educator's personal role within the university context and the importance of relational knowing within partnerships involving external organisations and broader society.

Self-knowing can be assisted by strategic self-reflection (Berger and Erzikova, 2022) and reflective practices in lectures (Mules et al., 2019) and in the workplace (Berger and Erzikova, 2022). Strategic self-reflection includes a purposeful approach by setting specific times for honest and balanced self-assessment, from a conducive (open/positive) mindset, formulating future actions based on reflective evaluations to implementing plans and evaluating actions, which feed into a renewed cycle (Berger and Erzikova, 2022, pp. 80–81).

Complementary to the first construct, namely the self-knowledge and identity of the individual is the second construct, a supportive and empathetic learning environment that prioritises the well-being of students. This approach recognises students as individuals with unique experiences and needs and aims to foster positive relationships between educators and students. A supportive environment forms part of the holistic approach in that a pedagogy of care highlights the need to ensure that the student is supported on all levels, emotionally, physically and academically. Institutional support structures are often well developed and include academic support systems such as tutors and academic development programmes. An example is the different support programmes offered by the University of Johannesburg's Academic Development Services, which coordinates tutorial and learning development programmes. Psychological support services are also well established with several psychologists and social workers available to assist students, together with career counselling and peer support services. Technological support, Internet connectivity, a well-functioning library and conducive lecture halls are available at most public universities in South Africa. Official accommodation, both public and private, together with official and informal student representative structures exist to ensure that students have safe and comfortable accommodation and social groups to join. In spite of these support structures, several students are forced to end their studies prematurely due to financial constraints and other social issues such as unemployment of family members who rely on young people to earn money to sustain the family. Many students are often taking on part-time employment which affects their academic progress.

Relationship building as the third construct in a pedagogy of care focuses on relationships within classrooms between educators and students, with fellow students and within other university structures such as student societies. Membership and active engagement within these structures foster a sense of belonging (Thomas, 2022). Universities, like any other organisation, consist of internal structures that speak to the engagement needs of its various stakeholders. Within a formal lecture, educators should approach students with sensitivity and practice active listening skills while promoting inclusivity (Walton and Osman, 2022, p. 19). Developing leadership skills can be achieved by involving students in formal roles such as student representatives, community projects representing the institution, cultural sensitivity and social awareness can be demonstrated in the manner in which they conduct themselves within different contexts (Dick et al., 2022). The lived experiences of student leaders are constantly changing and with transformational contexts understudied in a global south context, there is a need to understand the influence of a pedagogy of care on the professional development of graduates and in the case of public relations, future public relations practitioners (Dick et al., 2022). Within the relationship-building construct is the need for responsiveness to one another and others within a complex context such as a university. An understanding of personal motivation and repositories available to educators and students is needed to ensure an inclusive, holistic and culturally relevant environment (Santos-Hermosa, 2023). Such repositories present an opportunity for students and educators to access open and interconnected support structures within institutions as well as between institutions on a global level. Examples of such repositories may include student exchange programmes aimed at developing content, leadership skills and contemporary approaches to practice within a global context.

The fourth and final construct in a pedagogy of care is inclusivity, being sensitive to the local context and acknowledging the diversity within a classroom, which includes the development of relevant curricula, accessible resources and inclusive teaching practices (Noddings, 2013). The decolonisation of education, integration of local knowledge, interdisciplinary approaches, development of critical thinking skills and reflective practices as well as practical, hands-on experiences are potential approaches within a pedagogy of care, especially in a public university in the global south offering public relations qualifications. Public relations qualifications in Africa often include experiential learning, especially work-integrated learning in the curricula; however, the preparation for such industry engagements and the strengthening of personal agency need to be developed (Benecke and Bezuidenhout, 2011). This is possible with a pedagogy of care approach.

Noddings (2005) emphasised the need for moral and ethical education, which includes the wider community and addresses the needs of fellow students and those in the community. This approach resonates with the study and development of a value-based educational model in which students are actively involved in analysing social issues through research and community engagement (Azionya et al., 2019).

A critical review of the pedagogy of care and its relevance to public relations qualifications is important to strengthen the argument for its impact in preparing young professionals for more fulfilling careers in public relations. A pedagogy of care is inclusive, addressing the needs of the individuals (educator and student) engaged in the learning process. It identifies the importance of a nurturing learning environment, the need for reciprocal relationships and relevant curricula. As a transformational approach to higher education, it raises a number of critical reviews, which include the assumptions made by both the “one caring” (educator) and the “one being cared for” (student), cultural bias, systemic issues responsible for inequality and injustice, the role of power and social representation of individuals within educational contexts together with the extensive resources required to implement a pedagogy of care (MacGill, 2016). In the words of MacGill (2016) “socially just and inclusive pedagogies are thereby lost in translation when educators fail to account for their performances of care as culturally, socially and structurally located”.

Walker-Gleaves (2019) identifies a disconnect between the need to “belong” of both educators and students, the views held about care by educators and the experiences of students, especially the impact of a pedagogy of care. It is evident from the critical review of a pedagogy of care approach that the purposeful, which follows an engaged/relational approach to education in which expectations of students and educators are shared, contributes substantially to student success. “This is not to say that students should be inculcated into a therapeutic culture, or that nurturing is more important than rigorous intellectual activity: drawing on the evidence from other sectors of education would suggest strongly that such relationships ‘scaffold’ autonomy more effectively than other adjunct approaches (such as learning skills interventions) and longer term, are more sustainable since they foster the growth of social and cultural capital in such students” (Walker-Gleaves, 2019, p. 100).

Understanding the various challenges involved in following a pedagogy of care approach supports the ethical approach to education (Ojiambo, 2015). These challenges include the personal motivation of educator and student to form reciprocal relationships, availability of institutional support structures and the curriculation of relevant and indigenous content with an aim strengthen ethical and democratic educational practices. Ethical considerations include the mindfulness of educators, achieved through continuous reflective practices, to acknowledge their own position and the role of power in their engagements with their students (Raghuram, 2016).

Pedagogy of care has been presented as a transformational approach in education where students are involved, supported and actively involved in their learning at higher education institutions. The key constructs included in a pedagogy of care can also be found in the purposeful, inclusive, dialogical, reflective and relational approaches in PR. As public relations practice is moving away from the dominant, functionalist approach seen to date and with greater emphasis being placed on the influence of PR on society as well as organisations, it's essential to align educational practices to equip students and future practitioners with more than technical skills (Mules, 2018). Several PR scholars who are aligned with a pedagogy of care in PR education identified critical engagement and conceptual problem-solving (Kinnear and Bowman, 2024), ethical and reflective practices (Fawkes, 2015) as well as acknowledged the social and cultural dimensions of public relations and public relations education (Edwards, 2018). These scholars and their approaches are by no means an exhaustive list of critical scholars promoting the transformational view of public relations in contemporary society. Public relations education along the constructs found in pedagogies of care should include aspects of personal support available to students and educators; inclusive learning environments; emotional well-being programmes for students and educators; collaborative learning opportunities; and reflective practices. These aspects will contribute to the holistic development of students while educators ensure their personal development as public relations professionals both within a university context and in the broader public relations industry and society. Evidence of a personal development approach to public relations education is lacking and a review of the experiential learning practices of public relations educators and students needs further discussion.

Pedagogies of care with their focus on students and supportive learning environments introduce the need for ethical and professional content or curricula, ensuring that the learning journeys of students and educators are collaborative and such a relationship should further the profession they are involved with. According to MacGill (2016, p. 239), “ethics of care inform pedagogical practices by centralising a student-centred approach to learning, which is essential for developing signature pedagogies that not only impart knowledge but also foster professional identity and ethical standards”. It further aligns with Freire's view (1970) in which student and teacher (educator) actively work together as both student and teacher and not as passive participants in the learning process.

The purpose of reviewing signature pedagogies is to shift the focus from the individuals involved in the learning process to the content itself, and specifically to the public relations content that shapes the learning experience.

Signature pedagogies are teaching and learning approaches centred on a specific profession and were first documented by Shulman (2005) with emphasis on developing professionals in education, medicine and law. Although many public relations scholars have researched and developed a wide variety of pedagogies for public relations education over several decades (Watson, 2024), a recent article by Kinnear and Bowman (2024) introduces the concept of signature pedagogies in public relations. According to Shulman (2005, pp. 54–55), signature pedagogies have three dimensions, namely a surface structure, which consists of the concrete, observable setting and actions by participants in a learning context such as a classroom; a deep structure, which refers to the assumptions about the knowledge and practice specific to a profession; and an implicit structure, which includes the values, ethics and professional attitudes found in a specific profession. Some of the generic characteristics identified by Shulman (2005) include the development of critical thinking, engagement and interaction of students with authentic problems such as those found in problem-based learning practices, work-integrated learning experiences within specific contexts and reflective practices. It further allows for a global awareness and collaborations between students and educators from a variety of geographical areas, especially if they focus on various public relations functions and activities such as fake news, crisis communication and the development of digital communication (Mansilla and Chua, 2017). Applications of signature pedagogy globally, as well as in South Africa, include simulated media conferences, case study analysis, community- and service-learning projects, event planning and stakeholder engagement. These learning modalities will be discussed in the experiential learning section as well. To understand the reason for signature and experiential learning pedagogies will be argued in the dynamic framework proposed in this article.

Signature pedagogies do answer the call from professionals and educators to ensure that young graduates are equipped to cope with the transition from an academic context to a professional context through the application of their theoretical knowledge during formally developed practical learning experiences. However, there are several challenges to take into account when planning such an approach. These include aspects of inflexibility associated with approved and registered qualifications offered by universities. Registered qualifications have a specific period, spanning several years due to the student intake for that qualification and contractual obligations institutions have towards students from a specific cohort. Incorporating pedagogical changes such as signature pedagogy requires careful consideration, flexibility and a willingness to explore alternative approaches. Another critique of signature pedagogy deals with the danger of it being too narrow in its disciplinary focus especially with the need in public relations to be culturally sensitive and contextually intelligent professionals (Onganga et al., 2021). Poly-contextual environments require multidisciplinary and transdisciplinary approaches due to the danger posed by a narrow focus on a problem and the need to incorporate a wide variety of disciplinary approaches together with alternative processes that are relevant to local contexts (Benecke, 2019).

Infrastructure and adequate resource allocation are essential components for implementing signature pedagogies such as community engagement, class simulations and problem-based learning. Dedicated and experiences educators are needed to ensure sustainable partnerships within university contexts as well as with industry members.

One of the most crucial aspects to incorporate in planning for alternative pedagogies such as signature pedagogies is assessment. The alignment of assessments with learning outcomes and industry objectives set on a macro-level for a profession such as public relations, often creates discomfort, chaos and anxiety (Daymon and Holloway, 2011). Uncertainty is said to result in a sense of hopelessness and innovative problem solving. However, in the presence of supportive teachers or educators, discomfort can develop resilience, taking the learning process back to the original construct of this article, namely, the pedagogy of care. Assessing learning within a signature pedagogy requires alternative strategies that move beyond the measurement of factual recall. As Janisch et al. (2007) suggest, the central question becomes: “What learning should be demonstrated?” rather than “How much fact has been memorised?” This perspective aligns with earlier arguments emphasising the need to shift away from functionalist, skill-based education towards approaches that value critical thinking, reflexivity and the co-construction of meaning.

Signature pedagogies in public relations education refer to the distinctive teaching practices and approaches that define how public relations is taught, focusing on the integration of theory and practice to prepare students for professional roles. This concept has gained traction in recent years as educators seek to adapt curricula to meet the evolving demands of the industry. Research indicates that many current public relations programmes emphasise surface structures of learning, often prioritising skill acquisition over deeper critical engagement with the subject matter (Kinnear and Bowman, 2024; Watson, 2024). The signature pedagogy framework encourages a shift towards more holistic educational practices that foster critical thinking, ethical reasoning and a nuanced understanding of the complexities of public relations work. By examining the historical and contemporary contexts of public relations education, educators can better align their teaching methods with the realities of professional practice, thus enhancing the relevance and effectiveness of their programmes (Kinnear and Bowman, 2024). According to Chmiel and Moise (2024, p. 17), public relations education in the UK seems to be based on a “performance system-based approach”, which is premised on the view that knowledge is only useful when informing action and practice. This view highlights the divide that exists between educators and practitioners as to the content and types of training included in public relations curricula. Research conducted on the evolution of and developments in public relations education acknowledges the tension between practitioners and academics, the dominant focus placed on technical competencies over critical thinking skills and the role professional associations play in developing curriculum content at higher education institutions globally (Watson, 2024). Educators and academics require a theoretical foundation while practitioners expect graduates to apply theory to inform their decision-making, strategy development and competence in the implementation of these strategies (Shen and Toth, 2013; Wrenn and Wrenn, 2009).

Kinnear and Bowman (2024, p. 91) further found in their research that signature pedagogies aimed at developing public relations professionals, are evident in public relations education since the 1990s; however, there seems to be a deficit in public relations curricula which speaks to the need to develop a greater sensitivity and understanding of the lived experiences of different stakeholders in local communities (Azionya et al., 2019). Developing an understanding of the context, a sensitivity to experiences by individuals in a specific context and the role of diverse political, social and cultural contexts are key elements of contextual intelligence which should form part of a PR curriculum (Gregory and Willis, 2021).

Reviewing the application of signature pedagogies within a global south context highlights the development of cultural competence in which students and educators develop their cultural sensitivity and their ethical decision-making while involving themselves in community engagement projects where social issues are addressed and impactful public relations practices can be observed.

Public relations education still seems to struggle with the legacy of primarily focusing on ensuring that graduates meet the expectations of industry, including being competent writers when entering the workplace (Commission on Public Relations Education, 2023). Transitioning from an academic, higher education environment (where they continuously write academic assessments) to an organisational context where they are required to write a variety of messages and design content, often without understanding the context or the client (and often with limited mentoring and guidance), may create confusion as to what the value of education was or who to trust, educators or practitioners. Developing the capability of practitioners has been a significant development in public relations education and is widely used by curriculum developers to guide the learning outcomes required from qualifications (Gregory and Fawkes, 2018). A signature pedagogy, applying deep structure learning should address the issue of credentialism. In public relations, credentialism refers to the focus being placed on acquiring a qualification, often with a distinction. As it is required for entry into the next academic programme, limiting deep learning in that it includes a substantial amount of theoretical content with limited attention to the implicit structures of values and ethical conduct experienced in an authentic context (Fawkes, 2015). There is seldom any experiential learning, community engagements or applied outcomes included in the average public relations programmes.

Signature pedagogies in public relations education offer an alternative, transformational approach to developing a deeper understanding of socio-cultural contexts, empathy with stakeholder experiences, and the lived realities of local communities, as illustrated by the value-based education (VBE) model (Azionya et al., 2019). The VBE model, emerging from the Global South, identifies four quadrants – poly-contextual society, generational values, awareness and reflection, and professional PR values – that collectively embody Shulman's (2005) three structural dimensions of signature pedagogy. Yet, it also exposes the persistent dilemma of reconciling global vs local standards of ethics, values and practice, a challenge echoed in critiques of signature pedagogies more broadly (Kinnear and Bowman, 2024). This tension underscores the importance of pedagogical approaches that move beyond credentialism and theoretical abstraction towards authentic, practice-based learning. A well-established response within public relations curricula worldwide is experiential learning, which embeds students in real-world contexts through work-integrated learning, service-learning and community engagement, thereby operationalising the implicit structures of values and ethics in professional practice (Kolb, 1984; Swart, 2014; Verwey et al., 2017).

Experiential learning is a dynamic and holistic approach to education that emphasises learning through experience. This pedagogical approach is based on the work of John Dewey and developed by David Kolb (Kolb and Kolb, 2012) with universities including the University of Alabama (Campbell et al., 2022), University of Sydney (Valiente-Reidl et al., 2021) and University of Johannesburg (Benecke and Bezuidenhout, 2011). These are just some of the institutions with published studies on their specific approach and implementation of experiential learning in their public relations qualifications, but a magnitude of experiential learning practices exists such as case study analysis, industry speakers, service-learning projects, internships, client-based projects, simulations and work-integrated learning (Benecke and Bezuidenhout, 2011).

Kolb and Kolb (2012) define experiential learning theory (ELT) as a holistic model of the learning process, a dynamic, continuous cycle aimed at creating knowledge through the transformation of experiences. This definition was developed following the original definition by (Kolb, 1984, p. 41), which defined experiential learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience”. The familiar learning cycle includes concrete experience, reflective observation, abstract conceptualisation and active experimentation. Other important aspects highlighted by ELT are the learning spaces and learning styles of the individual student. A fundamentally important construct in ELT is the active participation of the student in the learning process which not only fosters the development of critical thinking skills but also enhances contextual intelligence by encouraging them to adapt and apply their knowledge in diverse real-world scenarios (Kolb and Kolb, 2017; Taylor and Kent, 2014).

The different learning cycles found in ELT (Kolb, 1984) support the development of critical thinking directly by engaging students in concrete, authentic situations during the experience cycle, promoting the gathering of context-specific information and practical experiences. An example of a concrete experience in a public relations module can be the involvement of students in a Student Health and Well-being campaign at a university. Students are tasked with the research and strategy development of the campaign. Critical thinking skills are specific to the reflective observation cycle as they allow students to explore alternative views, question their own assumptions and biases, and evaluate their plans and implementation relevant to a contextual issue. To continue with the Student Health and Well-being campaign example, students are expected to review existing practices offered by an institution, relate these practices to that of other institutions, conduct interviews with relevant stakeholders and reflect on their own assumptions of health and well-being. Theoretical knowledge (often secondary research and thus only a source of information) is analysed for a deeper understanding of the underlying principles guiding actions within a specific context. Student health and well-being is becoming a crucial topic, especially after the Covid-19 disruptions. Students involved in a Student Health and Well-being campaign are required to do a thorough literature review of current theories around the topic which supports the multidisciplinary and transdisciplinary approach made possible through an ELT pedagogy. Abstract conceptualisation also presents the student with a deep learning opportunity as they would need to synthesise various approaches and theories relevant to a specific context and in so doing familiarise themselves with relevant local solutions to social issues, thus developing a deeper level of contextual intelligence (Khanna, 2014). The final learning cycle, namely active experimentation, is a highly reflective stage for the individual as it allows for new and innovative solutions to local issues such as their involvement and approach to a topic such as Student Health and Well-being. The question each student needs to answer is, “Was I successful and did I have an impact on addressing the health and well-being needs of students I engaged with during the campaign?”

Experiential learning plays a crucial role in public relations education in South Africa, emphasising active student involvement and practical application of theoretical concepts. The motivation to review experiential learning in public relations within the South African context is based on the fact that youth unemployment is around 45% in the age group 15–35 with an estimated 11% of graduates unable to secure employment with the qualifications they obtained at universities (Stats SA, 2025). Experiential learning studies conducted in South Africa lead the way in Africa, largely due to the historical development of higher education institutional structures such as Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) colleges, which embed experiential learning in several training programmes (Mayombe, 2024). This pedagogical approach encourages students to engage in real-world projects (on- and off-campus), internship and simulations, fostering a deeper understanding of the complexities of public relations practice (Benecke and Bezuidenhout, 2011; Kinnear and Bowman, 2024). By participating in hands-on activities, students not only develop essential skills such as communication, teamwork and problem-solving but also gain insight into the ethical dilemmas and cultural nuances that characterise the South African PR landscape (Azionya et al., 2019). This active involvement leads to a better understanding of various contexts by both educator and student, preparing students for the workplace and society, as everyone learns to navigate the dynamic nature of public relations in a diverse society (Kinnear and Bowman, 2024). Moreover, experiential learning aligns with the broader educational shift towards a more participatory and student-centred approach, encompassing the principles of an alternative pedagogical approach to public relations education (Kolb and Kolb, 2017).

By engaging actively in their education, public relations students in South Africa develop a robust skill set that is highly valued in the professional world with work-integrated learning programmes included in several public relations qualifications in South Africa (Benecke and Bezuidenhout, 2011; Rampersad, 2010, 2015; Swart, 2014).

Experiential learning, which involves learning through direct experience and reflection, is widely used in public relations education to bridge the gap between theory and practice. However, it is not without its critics. Aspects to consider when planning to implement ELT as a pedagogical approach in public relations education include adequate resource development, consistency in quality learning experiences, well-designed assessment activities and preparing students (and educators) for changes in pedagogies, including different learning contexts.

Resources required for experiential learning include infrastructure such as simulation laboratories or studios, support staff to assist with additional administrative tasks such as external partner engagements, financial resources for student excursions and involvement in community or industry events, industry placements for work-integrated learning initiatives as well as external mentors or assessors who are well trained and prepared to guide and assist with assessment opportunities. Within a resource scarce environment such as in the global south these requirements necessitate innovative approaches and careful planning.

The quality of experiential learning experiences and assessments presents unique challenges and require a collaborative approach between those involved with a specific public relations qualification, the university structures as well as the external partners who offer experiential learning opportunities to students. Different learning styles and contexts should be accommodated to ensure an adaptable approach based on pre-determined principles, developed and supported by educators and the industry partners involved. Students also need to be prepared for assessments outside of the norm, such as producing portfolios and developing digital communication content such as videos and blogs. Consultation with internal and external stakeholders requires ethical practices and good governance such as approved organisational clearance and consent when students are involved in research or content development for a specific project. Establishing an effective reporting line with the authority to approve proposals and content is essential to the success of an experiential learning project.

Relevant and appropriate assessments are necessary to ensure that students demonstrate their learning through experiences. Experiential learning assessments need to be aligned with learning objectives (and not just outcomes), with the ability to track the individual development of students and ensure that guidelines and assessors on anticipated results such as a rubric and checklist are available. These support systems need to be context specific and must form part of the original brief and clearly defined objectives.

The final criticism raised against experiential learning is the preparedness of students (and educators) for the change in pedagogy. Managing a changed learning approach that includes the active involvement of individuals in the learning process, additional stakeholders to engage with (including peers and external stakeholders), alternative learning environments and innovative or contemporary assessment methods, seem to deter from a holistic approach to student development. Preparing students for alternative learning environments, often very different from the school experience, may increase anxiety and resistance, especially if the desired outcome is a qualification which will equip the student for successful employment, such as an account executive (junior) position at a public relations agency.

These critiques underscore the importance of meticulous planning, sufficient resources and continuous support to fully leverage the advantages of experiential learning in PR education.

One of the key questions arising from the critical engagements with transformative pedagogies concerns the necessity of cultivating holistic, inclusive and contextually sensitive graduates and educators (Marques et al., 2024). Public relations is practiced within increasingly complex, diverse and rapidly evolving contexts. To prepare students and emerging practitioners for meaningful and impactful careers, public relations education must undergo a critical re-evaluation of its current frameworks. This requires a multi-disciplinary analysis of pedagogical models and a strategic reorientation towards future-facing approaches – ones that are inclusive, contextually intelligent and ethically grounded (Marques et al., 2024). Assumptions that the various focus areas highlighted in the most recent Commission of Public Relations Education (CPRE) report (Toth et al., 2023) will be automatically included in curricula is dangerous and may explain why almost 20 years later, public relations practitioners still comment that public relations graduates do not meet their expectations (CPRE, 2023; Ferreira, 1999). Limited attention has been given to the individual involved in the learning process, both the student and educator and the non-technical skills graduates need to flourish in the public relations industry in South Africa (Sitto, 2020). Comments such as student-centred education is common without interrogating what it means, how should it be achieved and what are the challenges educators experience within higher education institutions when they attempt to implement a student-centred curriculum (Marques et al., 2024). Another factor to consider is that the influence of individual educators and their personal career priorities is seldom acknowledged, alongside the demands placed on them to meet institutional expectations for professional growth (Sitto, 2020). These demands may not align with those of the public relations industry and may result in junior educators lacking industry experience and limited understanding of industry requirements. The argument in this paper emerges from the tension between institutional demands and individual voices, and calls for an inclusive, dialogic approach in which both educators and students actively shape the higher education learning context. Often, the voice of the individual – both student and educator – is lost within the broader institutional demands for cohort throughput and performance metrics, even as academic rigour remains a non-negotiable standard. The CPRE (2023) report underscores this tension, calling for more human-centred approaches that foreground ethical engagement, inclusivity and responsiveness. This aligns with the principles of the pedagogy of care, which advocate for relational accountability, emotional presence, and the recognition of students and educators as whole persons within the educational process. While critiques rightly caution against an over-reliance on care or overlooking its emotional labour, the need to approach care with responsibility and resilience should not be negated. Instead, it must be strengthened through well-established, intentionally modelled relationship-building practices that are embedded within institutional cultures and pedagogical frameworks. It should sensitise the student to their future role as relationship building advisors on behalf of individuals and organisations as stated in various public relations and strategic communication definitions.

Another challenge lies in the pace of change within the highly structured context of higher education, often constrained by contractual agreements between institutions and specific student cohorts. As highlighted in the CPRE (2023) report, these rigid frameworks can hinder the agility needed to adapt public relations curricula to evolving industry demands, technological shifts and the growing emphasis on ethics, diversity and experiential learning. Enabling meaningful change requires deliberate and context-sensitive approaches – particularly within higher education institutions offering public relations qualifications. These institutions must move beyond incremental adjustments and embrace transformational pedagogies that challenge traditional models; foster ethical leadership; and integrate experiential, inclusive and decolonial frameworks. As the CPRE (2023) report suggests, the future of public relations education depends on our ability to reimagine curriculum design, institutional culture and educator–student relationships in ways that are responsive to global shifts and locally grounded realities, such as proposed by a purposeful, dynamic public relations education framework.

The 2023 Commission of Public Relations Education (CPRE) report highlighted the complex, dynamic and poly-contextual nature of public relations with specific reference to the need to reflect on public relations education. “To succeed in today's PR workplace, graduating public relations students should be critical strategic thinkers, have a solid grounding in ethics, writing and communication, complete an internship, and understand data analysis, DEI as an ethical social responsibility, and their role in driving change” (CPRE, 2023, p. 6). This statement clearly describes the essential constructs for an alternative approach to future public relations education, one that is purposeful and inclusive, within a conducive learning environment. The question is how do public relations curriculum developers achieve an alternative approach that ensures active involvement in the learning process of both student and educator, an inclusive and caring context that develops personal agency and contextual intelligence, as well as promotes dialogic, mutual understanding, relationship building and creative problem-solving.

A framework for purposeful public relations education for common good proposes three main constructs, operating in a dynamic, poly-contextual environment in which students and educators actively engage with one another, learn from each other and the context in order to action purposeful public relations practices. These constructs include a multidisciplinary approach consisting of a pedagogy of care as the guiding principle, a signature pedagogy that addresses the professional development of students, educators and future practitioners, and finally, experiential learning pedagogy to ensure an authentic learning experience for students and educators.

The overlapping Venn-diagram in Figure 1 includes the three key pedagogies discussed earlier, namely, pedagogy of care, signature pedagogy and experiential learning as a purposeful, dynamic framework for public relations education. The contribution of this framework is found in the overlapping areas, which will be discussion in more detail later.

The pedagogy of care emphasises the creation of a conducive environment in which meaningful relationships can flourish between students, educators and other higher education stakeholders. It also attends to the individual needs of both students and educators within the physical learning context – such as the university lecture hall – while recognising the importance of digital connectivity, access to appropriate technology and the competence to navigate online learning platforms used to manage the educational process. A pedagogy of care extends beyond the physical learning environment to encompass the emotional, mental, social, intellectual, spiritual, financial and occupational well-being of the individual – specifically, the student (Heffler, 1980). It recognises that motivation, personal drive and the quality of relationships between educators, students and peers significantly shape the learning experience. A well-designed and contextually relevant curriculum offers a transformational alternative to traditional university public relations programmes, reimagining both pedagogical practice and the relational dynamics within higher education. The application of a pedagogy of care, for example, may include analysing students' access to digital technology and smartphones, as well as their physical well-being, such as the prevalence of food insecurity and nutritional challenges. Educators and students can then use these findings as a basis for dialogue and for developing strategies to address potential problems or tensions identified in the analysis.

A pedagogy of care encompasses both the macro and meso environments that shape the learning process, recognising that a public relations qualification rarely exists in isolation from broader institutional contexts – whether public or private higher education settings. Central to this approach is the interdependent relationship between educators and students, which moves beyond traditional paradigms that position the educator as the “master” of knowledge – specifically public relations knowledge – imparting their “wisdom” to students. In a transformational learning model, knowledge is shared and leadership in the learning process is fluid: at times, the educator guides the learning journey, while in other contexts – such as community engagement initiatives – students may assume the role of knowledge leaders. This dynamic, interdependent approach positions both students and educators as actively engaged participants in the learning process. “Active involvement” entails mindfulness, shared responsibility and a collaborative commitment to achieving meaningful standards and learning objectives. Crucially, the process does not culminate in the attainment of predetermined outcomes alone; rather, it unfolds as a dynamic, reflective and lifelong learning journey – where roles alternate, and educators may become themselves students when students lead, and vice versa. Assessment occurs at predetermined intervals, not as final outcome but as developmental milestones that mark progress within the capability framework. Such an approach can also mimic strategy development with a focus on measurement and evaluation, as mentioned earlier.

Expanding the role that relevant curricula and contexts play in a purposeful, dynamic framework is the influence that signature pedagogies can play in developing future public relations professionals. Signature pedagogies not only highlight a sensitivity towards the context in which the learning takes place but also a greater sensitivity for the individuals in the learning context, namely the educator and the student. This proposed framework emphasises the professionalisation, measured against global and local standards, of both the educator and the student. The educator should lead by example and not merely as an academic, no matter how successful within the university context, but also as a public relations professional in a broader social structure such as a professional body or a community. Signature pedagogies also provide a guideline for relevant content, based on global approved practices, which should inform curriculum development and appropriate assessments. Examples of a signature pedagogy include the use of simulation labs, where students and educators are exposed to crisis situations involving specific communities with the aim of designing communication strategies to address the crisis. The application of AI in these simulation sessions offers an ideal opportunity for the development of both technical and non-technical skills (Sitto, 2020). Non-technical skills include critical thinking, interpersonal communication, collaboration, ethical awareness, time management, initiative and cultural sensitivity.

This active involvement of the educator and the student in the learning process is the third construct in this framework for purposeful public relations education. Active involvement is a key construct in experiential learning theory (Kolb, 1984) and has a long history in public relations education. Apart from its wide range of applications both inside and outside the lecture venue, experiential learning requires a continuous process of agility and strategic realignment – an imperative experienced within both academia and professional public relations practice. The slow pace of change in formal academic institutions can be addressed by shifting the dominant focus from content-heavy outcomes to the cultivation of critical thinking skills. This approach necessitates the development of internal and external relationships by both students and educators – a competency often associated with more seasoned practitioners. Active involvement in the diverse contexts where experiential learning is applied benefits both students and educators, while also enhancing the reputation of university departments. To meet the demands of contemporary public relations practice, educators and students must develop a broad skill set, including writing for varied contexts, strategic planning, implementation, and the measurement and evaluation of communication efforts – all of which can be effectively nurtured through experiential learning.

The contribution of this article and the purposeful, dynamic framework to public relations education is illustrated in the various overlapping areas of the Venn-diagram. At the centre is the individual or person (educator and student), acknowledging the individual in the learning context. The next overlap deals with the self-knowledge of the individual (educator and student) and the need for reflexive and reflective practices together with other non-technical skills as argued by Sitto (2020) and represented in signature pedagogy. This self-knowledge also forms the basis for dialogical relationships between the different individuals within a learning context, be it student – student; student – educator; student – stakeholders; educator – industry, etc. The dialogical relationships include the principles set in a pedagogy of care and follows the experiential learning pedagogy that speaks to the actual “doing” in developing relationships. The final overlap concerns the active involvement of engaged individuals in the practice of public relations within specific contexts. Active involvement represents the implementation of developed communication strategies in university settings, or for business clients, non-profit organisations or community structures. By applying Kolb's (1984) experiential learning cycle, students and educators are immersed in the learning process. Within these contexts, both technical and non-technical skills can be developed and assessed.

This conceptual paper argues for a critical review of traditional public relations educational practices in light of the polycontextual and complex environments in which public relations is practiced, the changing media landscapes, the shifting profiles of practitioners and the broader socio-economic demands placed particularly on young people who must navigate slow economic growth in developing contexts such as South Africa, with its persistently high levels of unemployment.

This purposeful, dynamic framework for public relations education illustrates not only the influence of external factors on educators, students and curricula but also the reciprocal impact these actors have on the contexts in which they learn and practice. Such influence fosters confidence among both educators and students, while simultaneously enhancing the reputation of the institution – extending beyond traditional academic metrics such as journal publications for academics and educators.

The integration of a pedagogy of care, signature pedagogies and experiential learning within public relations education creates a robust framework that aligns with socially impactful education. This approach not only equips students and educators with essential skills and knowledge but also fosters a supportive and ethical learning environment. By emphasising critical thinking, practical application and the cultivation of meaningful relationships, educators can prepare students to navigate the complexities of the public relations profession with a sense of responsibility and purpose. The focus placed on educators in this framework is important to note. Professional development of academics, both as an educator and public relations professional, within the university context as well as accredited public relations professional will assist in developing social capital which is important in partnerships with the local public relations industry. In spite of this paper not yet presenting empirical data which speaks to the proposed framework, it will be tested in different international collaborations planned in the near future. Ultimately, this framework promotes a holistic and student-centred educational experience that benefits both the individual and society at large, reinforcing the vital role of public relations in driving positive social change.

Dalien Rene Benecke (D Litt et Phil) is an associate professor in the Department of Strategic Communication with a doctorate in Corporate Communication. She worked for 12 years in the non-profit sector as a PR manager and fundraiser before joining academia. She specialises in experiential learning, work-integrated education, reflective practice in PR, participatory action learning and action research for undergraduate and postgraduate strategic communication students. Her research includes activism, community influencers, network theory, internal communication, PR education and leadership. She also mentors the Students' Public Relations Association (SPRA) and works closely with the Community Engagement Unit at UJ. She believes in providing students and young practitioners with opportunities to make a difference in society through experiential learning actions and active citizenship. She has served on the Public Relations Association of Southern Africa (PRISA) Board since 2016 (although she has been a member since 1998) and served as President of the professional body during 2019/20 and held the Board portfolio of Education, Training and Research since 2016 until 2023. She was awarded the Fellowship of PRISA in 2023. She has co-edited and authored several public relations and strategic communication articles and books and has presented research papers at local PRISA and SACOMM conferences as well as at international conferences such as the World Public Relations Forums in Canada, Norway and Spain, the International History of PR Conference (IHPRC) and the International Communication Conference held annually at Lake Bled, Slovenia. In May 2024, she presented workshops and satellite events at the South Africa Sweden University Forum (SASUF) in Sweden. She has been serving on the Global Alliance for Public Relations and Communication Board since 2023 and has been re-elected to serve as the Southern African representative until 2025. As GA board member, she promoted the Health and Wellness Month in January 2024, as it relates well with her research on student health and well-being. Currently, she is leading a global survey on public relations professional profiles, roles and benefits. South Africa will also play an active role at the World PR Forum conference, which will take place in Bali from 19 to 22 November 2024. For more detail on her publications visit: https://www.uj.ac.za/members/prof-rene-benecke/ & https://orcid.org/0000-0003-3208-0669

In some sections, Copilot and Perplexity were used to research constructs and source additional readings.