Advancing children’s media literacy: A framework for training future educators
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.4Keywords:
media literacy, teacher education, media pedagogy, digital competence, experimental design, higher educationAbstract
This study analyzes the training of future educators for the development of media literacy in children, recognizing this competence as a key factor in creativity, critical thinking, and social participation in the digital era. A mixed experimental design was implemented with 78 pre-service teachers divided into an experimental group (n=40) and a control group (n=38). The research combined theoretical methods (analysis, synthesis, and systematization), empirical techniques (questionnaires, observation, and case studies), and statistical validation using the Kolmogorov–Smirnov λ-criterion. The pedagogical model developed integrates external training elements and internal motivational, cognitive, and practical factors that strengthen teachers’ readiness to guide media education in early schooling. Results revealed significant improvements in the experimental group’s levels of readiness—especially in motivation, conceptual understanding, and practical application of media literacy strategies—confirming the effectiveness of the proposed system. The study concludes that media literacy training should be a central component of teacher education programs to prepare educators capable of fostering critical, informed, and responsible media engagement among children.
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Copyright (c) 2025 Liudmyla Biriuk, Nataliia Osmuk, Mykola Fedorets, Oksana Shkvyr, Oksana Fentsyk
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