Abstract

This article investigates how public relations education is conceptualized by academics, practitioners, and instructional practitioners across diverse global contexts. Using a Delphi study conducted in 24 countries, it examines views on the purpose, content, and structure of future public relations education. The study is theoretically grounded in social constructivism, communities of practice, and critical pedagogy, providing a multidimensional lens for analyzing how learning in public relations is shaped and legitimized. Findings reveal a shared emphasis on experiential learning, ethical responsibility, and real-world engagement, but also highlight diverging priorities based on regional context and professional profile. Three orientations – transformational, practice-oriented, and foundational – emerge, reflecting distinct visions for the future of the field. The article advances current debates on aligning academic training with professional expectations and calls for integrated, reflexive, and socially grounded public relations curricula. It offers new empirical insights into the global dynamics shaping public relations education and proposes concrete directions for bridging the academic-practice divide.