Media education as a means of developing critical thinking in students: digital teaching methods

Abstract

Objective. To substantiate the methodological foundations for the application of digital methods in the media education process to ensure the synergistic formation of critical thinking and media literacy among students, taking into account the specifics of educational levels and interdisciplinary integration of the educational process. Methods. A systematic analysis of scientific publications for the period 2020–2025 was used to identify the theoretical foundations of the relationship between critical thinking and media literacy. A comparative method was used to compare educational practices for implementing media education at different levels. Digital tools were classified and systematized according to the criteria of educational expediency, age appropriateness, and interdisciplinary potential. A modeling method was used to develop a methodological system for integrating digital technologies into the process of forming media competencies. Results. It has been theoretically substantiated that critical thinking and media literacy function as complementary metacognitive competencies, but their synergistic development requires specialized pedagogical intervention. A differentiated system of digital teaching methods has been developed for seven educational levels: from primary education to postgraduate training. Digital tools, methodological approaches, and forms of interdisciplinary integration have been identified for each level. More than 50 digital platforms and applications have been systematized according to their functional purpose: interactive analysis of media materials, gamification, fact-checking, professional simulations, and research analytics. A three-stage structure for the formation of media competence through cognitive, technological, and socio-emotional components has been substantiated. The organizational and pedagogical conditions for the implementation of digital methods of media education have been determined, including infrastructure support, teacher training, and criteria for assessing media literacy. Conclusions. Effective media literacy formation requires the systematic application of digital methods, taking into account educational levels, age characteristics, and interdisciplinary integration.