Pedagogical foundations of developing students’ media literacy through humanities education

Abstract

In the context of the digital transformation of all spheres of public life, the problem of developing media literacy among students is becoming particularly relevant. The article presents a theoretical justification and practical development of approaches to fostering media literacy among students of humanities disciplines as a key component of their professional training and personal development in the modern information society. The study focuses on the theoretical foundations of media literacy, its structure and functions. Special attention is paid to the analysis of the pedagogical potential of humanities disciplines in fostering critical thinking, the ability to analyze and evaluate media content, and skills in countering disinformation. Based on the assessment of empirical data regarding the level of media literacy among students in the 1st–3rd years, a positive trend in the learning process was identified, along with problem areas that require pedagogical intervention. In conclusion, options for integrating a media education component into the content of humanities disciplines are proposed, including the introduction of special sections, separate courses, and practice‑oriented training sessions; the key role of the teacher as a holder of media competence and a transmitter of media culture is also substantiated.