Abstract:

Artificial intelligence is transforming podcast production in educational contexts through automated scripting, synthetic voice generation, multilingual adaptation, and adaptive editing systems. These developments expand the accessibility and scalability of academic content, enabling immersive storytelling formats that can reach diverse audiences. At the same time, the algorithmic mediation of narrative production raises important questions concerning authorship, authenticity, editorial responsibility, and epistemic transparency.

This paper analyses AI-driven podcasting as a form of algorithmically mediated educational communication within higher education and digital humanities. It explores how automation reshapes narrative construction, alters traditional distinctions between human and technological authorship, and influences audience perception of credibility. Three structural dimensions are examined: automation of content creation, personalization of narrative flow based on data-driven feedback, and hybrid human–machine authorship in educational storytelling.

While artificial intelligence can enhance efficiency and creative experimentation, it may also blur accountability boundaries and reduce editorial scrutiny if not institutionally framed. The study proposes a governance-based model for AI-supported podcasting that incorporates explicit disclosure of algorithmic intervention, structured source validation protocols, editorial oversight mechanisms, and digital literacy training for educators and students.

By shifting attention from technical optimization to narrative governance and epistemic responsibility, the paper positions AI-driven podcasting as a transformative yet institutionally mediated innovation in multimedia-based education. It offers design principles for responsible implementation and highlights the need for structured educational frameworks capable of preserving academic credibility in algorithmically mediated environments.

Keywords:

AI-driven podcasting, Educational storytelling, Science communication, Digital pedagogy, Algorithmic mediation.