On the morning of 23rd March 2026, what was scheduled as a two-hour session at Strathmore University in MSB9 gradually unfolded into something more immersive, layered and at times,  more challenging than expected. Titled The Power of Media: From Campus to Coverage,  Navigating the Media Industry, and Storytelling in the Digital Age, the engagement brought  together Diploma students and two practicing journalists for a conversation that stretched beyond its intended timeframe and, at moments, beyond its initial scope.

The session evolved beyond the original agenda. While this occasionally blurred the intended focus, it also revealed something more honest, with the discussion taking on a noticeable political undertone. Media, in practice, does not exist in isolation; it is deeply intertwined with governance, public discourse and the realities of power. What stood out immediately, however, was not the structure of the session, but the energy in the  room. For close to three hours, the speakers held the attention of an audience whose career  aspirations largely lie outside journalism. Their ability to sustain engagement through  storytelling, humor, and real-world examples transformed what could have been a niche  discussion into a shared learning experience.

As a student, and more specifically as a Burundian studying in Kenya, I found myself reflecting  on the contrasts between our media environments. In a space where asking certain questions can  come at a cost, there was something deeply striking about the boldness being encouraged in that  room. The message was clear: In a democracy, silence is not neutrality and curiosity is not a weakness.

One moment, in particular, brought this message to life. One of the speakers shared footage of an interview conducted at the White House with the Kenyan President William Ruto; the room shifted from passive listening to active recognition. It was no longer just  advice being given. It was evidence. The distance between aspiring and achieving suddenly felt  shorter. He was not only telling us what it means to ask difficult questions. He was showing us. Later, when I raised a question about the risks journalists face, especially when confronting  power, his response, once again supported by real interview footage, demonstrated the kind of  courage that often defines the profession. The class responded with spontaneous applause, not  just for the moment, but for what it represented-the possibility of integrity under pressure.

At an institutional level, students expressed appreciation for the practical exposure the session  offered. While only a small fraction of the class is actively pursuing journalism, the relevance of  media literacy cuts across disciplines. Discussions on artificial intelligence, the evolving nature of storytelling, and the role of Gen Z in shaping narratives resonated widely. The session reinforced that whether one enters diplomacy, international relations, or policy-making, the ability to  understand and engage with media is no longer optional.

The session’s momentum also revealed something important. The depth of engagement in the  room meant that questions continued to emerge long after time had run out. Many students were  eager to contribute, reflecting not only their curiosity but also the relevance of the discussion to their academic and personal interests. This level of participation points to an opportunity for more extended or recurring engagements, whether through longer sessions or follow-up forums, where  conversations can be explored more fully and more student voices accommodated.

Beyond the discussion itself, the introduction of potential internship opportunities at the media  house sparked genuine interest among students. It signaled a bridge between classroom learning  and professional application. An opportunity not just to observe the media industry, but to  participate in it. Ultimately, this engagement was more than a guest lecture. It was a reminder that education does  not end in theory. It is tested in conversations, shaped by exposure and strengthened by the  courage to ask tough questions. As students, we often look to the future as something distant and one that will eventually  require us to act. But sessions like this challenge that thinking. They suggest that the  responsibility to engage, to question and to stay informed is not something we grow into. It is  something we practice now.

Strathmore University, in creating spaces like these, does more than invite professionals into  classrooms. It creates intersections between ambition and experience, between curiosity and  reality. And in those intersections, students are not just prepared for the future. They begin to  shape it. There is, however, a clear desire for continuity. The conversations started in MSB9 feel far from  complete. If anything, they have opened the door to deeper engagement, where more questions  can be asked, more perspectives shared and more connections built.

Because if there is one thing this session made evident, it is this. The power of the media is not only in those who tell the stories, but also in those who are willing to question them, and perhaps one  day, to tell their own.

Article written by: Uwimana, Gracia (221862), Diploma in International Relations student