This paper examines the current state of photojournalism education in schools and its implications for broader media education. Despite the growing importance of visual storytelling in the digital age, there is a noticeable gap in the systematic instruction of photojournalism within educational curricula. This research aims to explore how photojournalism is integrated into journalism education and the resources available to educators. It seeks to identify the pedagogical strategies employed in teaching photojournalism, including the theoretical frameworks and practical applications that inform curriculum development. Through qualitative methods, including interviews and focus groups with educators, students, and media professionals, this study will gather insights on the challenges educators face in imparting photojournalism skills. The analysis will focus on the barriers to effective teaching, such as a lack of trained instructors, insufficient resources, and the rapidly changing nature of digital media. Furthermore, this research will highlight the implications of these gaps for students' preparedness to engage with media critically and creatively. By synthesizing findings from multiple educational settings and considering various stakeholders’ perspectives, this study aims to contribute to the discourse on media literacy and the role of visual journalism in contemporary education. Ultimately, it advocates for a more robust curriculum that embraces photojournalism, fostering a generation of informed media consumers and creators who can navigate the complexities of modern media landscapes.