<p>With algorithms beginning to define news production, dissemination, and consumption, algorithmic literacy (AL) has become a crucial skill for almost every journalist in the 21st century, and journalism education is still not equally equipped to respond to this transformation. The study intends to assess and compare levels of AL, curricular integration, and institutional frameworks across five countries and selected states; it employs quantitative research to find common global patterns, discover best practices, and derive implications for policy to deliver future-proof journalism education. This comparative quantitative research studies integration and efficacy of AL in journalism education across 25 institutions in China (Shanghai; Hubei; Sichuan) and four other countries: USA, South Korea, Finland, and India by using surveys, interviews, and content analysis to evaluate four core dimensions- awareness, tool proficiency, ethics, and curriculum perception- and forming the AL Index (ALI). Quantitative data are analysed using Rasch modeling, ANOVA, correlation, and regression. The study highlights the sharp divides across the globe in the integration of AL in journalism education, whereas high institutional adoption, solid curricular integration, and strong policy support exist in the USA, South Korea, and Finland by way of contrast to fragmented offerings, poor competency scores on the part of students, and little to no policy support in India and parts of China. This calls for an educational disposition that attempts to balance foundational awareness with curricular relevance and policy coherence across the board to lessen the gap of AL in journalism.</p>