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CTE Workshop Proceedings, 2024 https://doi.org/10.55056/cte.688
Trends and challenges in implementing media
education in Ukraine
Iryna M. Naumuk1,Nataliia V. Valko2
1Bogdan Khmelnitsky Melitopol State Pedagogical University, 59 Naukovoho mistechka Str., Zaporizhzhia, 69000,
Ukraine
2Kherson State University, 27 Universytetska Str., Kherson, 73003, Ukraine
Abstract. This paper examines the importance and current state of media education in Ukraine. It
discusses the need to develop media literacy skills in both students and teachers in today’s information
society. The paper overviews eorts to implement media education in Ukraine, including introducing
relevant concepts and experimental courses. It analyses pedagogical aspects of preparing future computer
science teachers to teach media literacy, such as developing their motivational, cognitive, interpretative-
creative, and other relevant skills. The paper also identies existing challenges and problems hindering
the advancement of media education in Ukraine. It concludes that despite diculties, the initial positive
steps give hope for further successful development of media education in the country.
Keywords: media education, media literacy, Ukraine, computer science teachers, pedagogy, critical
thinking
1. Introduction
The rapid development of information and communication technologies in the 21st century has
led to exponential growth in information available to people. This “information explosion” has
fundamentally changed how we live, work, study, communicate and access knowledge. However,
the sheer volume of information can be overwhelming, and it becomes vitally important to
develop skills to navigate this complex information landscape [11].
This is where media education and media literacy become crucial. Media education teaches
people to access, analyse, evaluate and create media content in various formats. It equips them
with critical thinking abilities to understand the media’s messages, assess their reliability and
make informed decisions. Media literacy enables individuals to comprehend the impact of media
on attitudes, behaviours and values. It empowers them to use media intelligently and ethically
[44].
In today’s mediated world, media education is essential to the learning process at all levels –
from primary schools to universities. It is imperative to teach future teachers, who will then
impart these vital skills to their students [
27
]. Media literacy enhances the quality of education
and allows the utilisation of media’s potential for eective teaching and learning [30].
"naumuk.irina@mdpu.org.ua (I. M. Naumuk); nataliia2valko@gmail.com (N. V. Valko)
~https://scholar.google.com/citations?user=4UNKY4sAAAAJ (I. M. Naumuk);
https://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/Sta/NValko.aspx (N. V. Valko)
0000-0001-6804-9191 (I. M. Naumuk); 0000-0003-0720-3217 (N. V. Valko)
CTE Workshop
Proceedings
©Copyright for this paper by its authors, published by Academy of Cognitive and Natural Sciences (ACNS).
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CTE Workshop Proceedings, 2024 https://doi.org/10.55056/cte.688
The study of this issue is impossible without the contribution of scientists who focused
on identifying the fundamentals of media education and media literacy. For our research the
works of Buckingham
[3]
, Considine
[6]
, Masterman
[17]
, Nazarov, Ivanov and Kublitskaya
[21]
, Onkovich
[22]
, Ostapenko and Solovyova
[26]
, Sharikov
[32]
, Yankovych et al.
[45]
are
of great value. Research works of ascertaining character, which contain information on the
perception of media texts in dierent countries and by dierent age categories, on the criteria
and levels of audience development are done by Levshina
[15]
, Tereshchuk et al.
[40]
, Tyner
[41], etc.
Like many other countries, Ukraine recognises the signicance of media education in the
information age. Eorts are being made to integrate media literacy into school and university
curricula. However, there are still challenges in implementing media education comprehensively
and systematically.
This paper analyses the importance, current state and prospects of media education in
Ukraine. It focuses specically on media literacy training for future computer science teachers.
Developing these teachers’ media competence is crucial as they deal directly with informa-
tion technologies. The paper reviews pedagogical approaches, skills and criteria for eective
media education of future computer science teachers. It also examines persisting problems
hindering the advancement of media literacy. The paper aims to conceptualise strategies and
recommendations for improving media education in Ukraine.
2. Features of the introduction of media education in modern
society
Nowadays, a person is required not to master some unique information but to be able to navigate
information ows, be mobile, learn new technologies, self-learn, search for and use missing
knowledge or other resources. In this regard, there appears an issue of studying the development
of media education, whose main task is “to prepare a new generation of people for the life in
modern information conditions, for the high-quality perception of information and mastering
communication methods through technical means and modern information technologies” and
to develop soft skills (sociability, self-presentation, ability to work in a team). It is worth noting
that media education remains fragmented in most Ukrainian higher education institutions,
which actualises the desire to implement an eective media education system in Ukraine that
can improve the educational process and guarantee the European quality of higher education.
Media education contributes to establishing democracy and the education of media-literate
individuals who can think critically, develop creative skills and are ready to live in a modern
information society [33].
The critical skills now considered a basis of education and should be embedded in the curricula
are available to every modern person. After all, humanity is developing rapidly, replacing many
hard skills with robotics, neural networks, and articial intelligence [
18
,
19
]. There is a tendency
for people to be replaced by articial intelligence in many areas of their activity. Neural networks,
which are able not just to communicate with a person, answering questions, but to joke in
response and even anticipate the continuation of the dialogue; works of art created by articial
intelligence, cars with complete autopilot – all these factors become a reality that cannot be
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ignored [
31
,
39
]. In the future, all the physical capabilities of a man can be replaced by a robot.
However, articial intelligence lacks human skills (the robot cannot think emotionally), so a
person still has some preferences, such as emotions and professional communication skills. This
means that media education, as a process that allows one to immerse oneself in the training
of key skills, is an educational process that is most relevant today. For example, some leading
European schools have integrated soft skills into learning. There is a focus on severe theoretical
and practical training in all areas of media education, making the educational process exciting
and compelling.
The relevance of media education depends on the rapid development of informatisation
and globalisation, which have made our perception of the world dependent on how the media
presents it. Unfortunately, the latter does not respond appropriately to the growing responsibil-
ity: the information is poorly checked and contains elements of manipulation and fraud. In these
conditions, media education is a way for people to develop the ability to protect themselves
from unscrupulous media information.
Media education as an intellectual and communicative network can be researched from several
points of view. In particular, on the one hand, we can talk about the peculiarities of the mass
media network (global, state, regional, etc.). However, on the other hand, a network of purely
media education is more and more discussed, as it covers an increasing scope of information
and educational space and is aimed at personal development. Many scholars consider media
education as a learning process, mastering media literacy. Media literacy is the ability to use,
analyse and evaluate media products. Some researchers dene “media literacy” as a key concept
of media education. In contrast, the concepts of “media literacy” and “media education” are
considered synonyms by many educators and researchers. Media literacy makes it possible
to use media sources more eectively, which generally increases both media competence and
competence in its broader sense [23].
Fedorov
[7]
gives the following denition of media education: it is a process of personal
development with the help and on the material of the media in order to form a culture of
communication with the media, develop creative, communicative skills, critical thinking, skills
of perception, interpretation, analysis and evaluation of media texts, to acquire dierent forms
of self-expression with the help of media techniques.
Media education should increase the level of media literacy, which is a set of motives, knowl-
edge, skills and abilities that contribute to the selection, use, critical analysis, evaluation, design
and dissemination of media texts of various forms and genres; it also promotes the ability to
analyse complex media processes in the society.
Media education is a part of the fundamental rights of every citizen in every country of the
world to freedom of expression and access to information, an instrument for the development
and observance of democracy. Media education is related to studying all media communications
and includes the printed word, graphics, sound and moving images delivered by any technology.
Media education provides an opportunity to understand the methods of mass media used in
society and to master the skills of using these media in communication with others [11].
One of the most reputable media educators and media theorists Masterman
[16]
has sub-
stantiated seven reasons for the priority and relevance of media education in the modern
world:
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1. High media consumption and saturation of modern society with mass media.
2.
Ideological importance of the media and its impact as an industry on the public conscious-
ness.
3.
Rapid growth in media information, strengthening mechanisms for its management and
dissemination.
4. Intensication of media penetration into the main democratic processes.
5. Increase the importance of visual communication and information in all areas.
6.
Need to teach schoolchildren/students focusing on compliance with future requirements.
7. Growth of national and international processes of information privatisation.
Onkovych
[24]
notes that the stakeholders of media education should not be limited only to
students: media literacy is also needed by adults. In addition, she reasonably draws attention to
the need for independent media education. In her theoretical concept Onkovych
[25]
, she puts
forward the ideas of media didactics.
Since children and young people are most exposed to information, adults (in particular,
teachers and parents) must be able to manage the process of a child’s entry into the information
world. In order to do this, the adults must rst learn to use information ows properly to master
the means of communication. Only under these conditions will teachers and parents be able to
eectively prepare children and youth for conscious, competent, and, most importantly, safe
use of information resources. They should also develop the culture of information users.
Therefore, today, media education is a rather serious and deep issue of education development
in general. It is a part of the educational process aimed at the formation of media culture in
society and preparation of individuals for interaction with the modern media system – and not
only with traditional media (printed word, radio, cinema, television) but also with the latest
technologies (communication via computer and the Internet) [20].
Accordingly, the education system faces the task of forming and developing students’ compe-
tencies that allow them to interact with numerous information sources and ows eectively,
analyse the information received, and assess its reliability and usefulness in solving various life
problems. Media education has to achieve this goal. The concept of implementation of media
education in Ukraine denes media education as “a part of the educational process aimed at
the formation of media culture in the society, preparation of individuals for safe and eective
interaction with the modern media system, including both traditional (printed word, radio,
cinema, television) and new (computer-mediated communication, Internet, mobile telephony)
media” [
5
]. Therefore, the immediate task of media education is forming essential skills such as
structuring and analysing information received from various sources, determining reliability
and quality assessment, and highlighting the most critical aspects of media messages.
The introduction of media education in Ukraine is also due to the urgent task of our country’s
entry into the single European educational and information space. It should also be noted that
the issue of media education is traditionally given the most attention in European countries
(along with Canada, the United States and Australia).
Media education in Ukraine is currently at the beginning of an active phase of its development.
In June 1999, according to the resolution of the Academic Council of Ivan Franko Lviv National
University, the Institute of Ecology of Mass Information was founded. Its founders consider me-
dia ecology a synthesis of philosophical-academic and purely applied work directions connected
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with neutralising pathogenic information streams. Research topics required an interdisciplinary
approach and were mainly focused on training media professionals. Ten years later, in 2009, at
V.N. Karazin Kharkiv National University, a new Department of Media Communications was
opened, and an experimental Master’s program was launched.
Media ecology is increasingly being introduced into teaching practice in higher and secondary
schools. There are also positive changes in conceptual approaches that meet European and
global trends: if at rst the attention of domestic experts was focused on the “detrimental
impact of the media and the Internet”, now positive approach is becoming more common, which
primarily involves learning to interact eectively with various types of information (including
protection against possible negative impact).
Since 2010, the already mentioned Concept of implementation of media education in Ukraine
[
5
] came into force. Its aim is “to promote the development of an eective media education
system in Ukraine in order to ensure comprehensive preparation of children and youth for
the safe and eective interaction with the modern media system, development of their media
awareness, media literacy and media competence in accordance with their age and individual
characteristics”. By 2020, the concept envisages the implementation of the experimental phase,
the gradual introduction of media education and standardisation of requirements (2014–2016),
further development of media education, and completion of its mass implementation (2017–
2020).
Priority areas for the development of an eective media education system in Ukraine include
“the creation of a school media education system, which provides for the development of psycho-
logically sound primary school curricula for integrated education, promoting the integration
of media education elements into various subjects syllabi, design of optional media education
programs for adolescents” and comprehensive training of the teaching sta [5].
In this regard, it is worth noting a very positive trend – the introduction of media education
in the domestic education system is planned in close connection with existing courses. The
provisions of the Concept have already been entirely actively implemented in practice. A positive
fact is that media education is implemented in cooperation with the Ministry of Education and
Science of Ukraine, scientists of the National Academy of Educational Sciences of Ukraine and
representatives of professional public organisations, especially the Academy of Ukrainian Press,
which, in particular, did a signicant part of the work on the textbook “Media Education and
Media Literacy” [
11
], which was specially designed to provide an appropriate course in higher
education institutions and the system of postgraduate teacher training.
Based on scientic research, the stages of the formation of future computer science teachers’
media competence in their professional training in pedagogical universities have been identied.
The rst stage includes the formation of motives and value orientations. It consists of the
following operations: motivation to action, understanding the signicance of the problem,
identication of motives and their consolidation.
The second stage involves the development of future computer science teachers’ ability
to comprehend the content of the media competence formation. It consists of theoretical,
research-reproductive and interpretive-creative periods. The theoretical period performs an
informational, orientation and developmental function. It aims to master the general content
of media competence through such forms as lectures, seminars, consultations, interviews,
explanations, problem-based presentations of the material, and teaching aids such as syllabi
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and videos. An unconscious manifestation of media competence characterises the research-
reproductive period. So that students will be able to outgrow this phenomenon, the teacher
uses such forms as practical classes, lectures, seminars, consultations, training, explanations,
learning experiences, project works and such teaching aids as publications, videos, various
media texts, etc.
The interpretive-creative period of the stage of mastering the content of the formation of
future computer science teachers’ media competence performs developmental, educational,
and training functions. It is carried out to gain experience in working with the media through
the use of such forms as practical and laboratory classes, future computer science teachers’
independent work in studying the professional-oriented disciplines, methods of modelling,
problem and business games, etc.
The third stage deals with monitoring the formation of future computer science teachers’
media competence during their training.
The fourth stage, evaluative-corrective, involves collecting and accumulating data on the level
of media competence formation with further processing and analysis of data in order to identify
the need for corrective actions.
In order to identify the eectiveness of the introduction of media education and the forma-
tion of future computer science teachers’ media competence, it is necessary to single out the
components, criteria, levels and indicators of the formation of future computer science teachers’
media competence.
In the scientic literature, the problem of criteria is solved ambiguously. Kazakova
[12]
shows a lack of generally accepted criteria for “eective pedagogy” or the ways to determine
the teacher’s and student’s “quality of work”, criteria for the eectiveness of each stage of
personality development.
Chechel
[4]
has dened the criteria as follows: “These are the properties of the object which
provide it with an interconnected system of characteristics; that is why they become a subject
for evaluation. It is possible to detect such a system only on the condition of using a system-
structural approach”. The following requirements are set for the criteria:
a) objectivity;
b) stability and sustainability;
c) recurrence in the subject;
d) the ability to establish the degree of conformity of the subject to its ideal.
Gal’perin
[10]
, Podlasyi
[28]
, Usova
[42]
etc. have established various criteria for forming
educational and cognitive skills. “Since each activity consists of a system of elementary actions
and operations, composition and quality of operations, awareness of them, completeness and
coagulation can be identied as the main criteria common to all cognitive skills” [43].
Scientists who have studied the formation of professional skills identify dierent criteria:
Andrukhiv
[1]
– value-semantic, action-related, and cognitive criteria; Kuchugurova
[14]
–
awareness of actions and their correctness; Suvorova
[37]
– degree of awareness of the actions
performed, quality of actions performed, ability to apply skills in a new changed environment;
Sukhodolsky [36] – criteria of axiology, variability, motivation.
Considering the analysis of research done by media educators (research done by Bondarenko
[2]
, Sysoieva
[38]
, etc.), it should be noted that the classication of levels of media competence
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can be even more detailed. One of these options is proposed by Khilko [13]:
1)
recreational and hedonistic level of media perception (limited by entertaining motivation
aesthetic comprehension of the image);
2) household level (household, utilitarian motivation and corresponding characters);
3) aesthetic level (personal motivation, aesthetic comprehension of the image);
4)
interpretative level (revealing the personal meaning and spiritual content of the piece of
work, a vivid expression of inner vision);
5)
microsocial level (manifested in connection with the microenvironment, psychological
motivations of the characters are given, and connection with the perception of works by a
particular audience is established);
6)
macrosocial level (provides a critical analysis of the problem and its deployment in time and
space, orientation for the society);
7)
level of artistic image awareness (detailed description of the screen image, its components,
and selection of semantic units of the story);
8)
level of the author’s concept understanding (the ability to conclude what idea the author
wanted to convey based on the system of artistic perception of the piece of work);
9)
level of personal concept emergence (autonomous) and the formation of autonomous vision:
individual conclusions on the problem touched upon by the author and polemical dialogue
with the author’s concept.
After analysing the scientic and pedagogical literature, we have concluded that there are
several recurring criteria mentioned above: motivational (motivation to develop the skills, aware-
ness of the importance of these skills in the structure of the professional activity), action-related
(level of skills necessary for professional activity, professional literacy, ability to transfer skills
to changing situations), personal (formation of professionally signicant traits of personality,
character traits).
Based on this, let us take these criteria as a foundation but clarify them considering the
specics of organisational and pedagogical activities. The creative nature of this activity
complicates the assessment of the future teacher’s work.
In addition, the outcomes of the formation of future computer science teachers’ media
competence will be manifested later in the professional activity.
Educational and pedagogical activities require knowledge of the means and methods of
resisting the manipulation of various media resources and patterns of behaviour, which are
necessary for successful pedagogical activity, especially for computer science teachers, because
their work is inextricably linked to modern information technology. Thus, among the criteria
for the formation of future computer science teachers’ media competence, we should mention
action-related and interpretative-creative criteria – a system of knowledge on the ways and
means of resisting media manipulation, application of critical thinking skills when working
with information of various types and selection of a system of necessary actions. The criteria
of eectiveness include indicators that reect the objective side of the activity outcomes and
the subjective attitude of students to this activity. The criteria system should be unied, i.e. all
indicators included in it in terms of content and mathematical expression should not oppose
each other [9].
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Successful implementation of various activities requires the orientation of the personality for
the value-oriented attitude, interest, and awareness of personal and social signicance. As a
result, the next criterion for forming future computer science teachers’ media competence is a
motivational one.
Cognitive criterion combines a system of knowledge on the features of the media and reects
the theoretical side of students’ learning; ability to identify the causes and patterns, which
will increase the eciency of the educational process; ability to reveal contradictions that give
rise to the research problem; ability to get innovative experience in order to nd ways and
means to increase the eciency of the educational process; ability to observe, analyse and
generalise; awareness of professional self-development and personal self-improvement which
include professionally important qualities; ability to perceive the media, which the level of
formation of media competence depends on; ability to nd, use, deliver, and put into practice
the theoretical and practical knowledge.
Friedman
[8]
notes that “any mental activity should have these three components (in particular,
need-motivational, operational-active, reexive-evaluative), and the most important task of
education is to teach students to organise their activity as a full-edged, mental, in which all
three components are balanced, suciently developed, realised and fully implemented”.
In order to identify the criteria for assessing the eectiveness of students’ learning, we
consider it necessary to consider the main areas of personality, namely needs-motivational,
operational and criterial-evaluative. Let us try to give a brief description of the selected areas.
The needs-motivational sphere of personality is an integral quality characterised by social
guidelines, value orientations, and interests that form the basis of motives.
The operational sphere of the individual’s activity is an integral quality characterised by
common and special knowledge, skills and abilities.
The next criterion that helps identify the outcomes and analyse one’s activity is reexive. It
is necessarily included in human activity and aimed at understanding one’s actions and deeds.
Reection-based self-analysis and self-assessment provide control, the ability for self-cognition,
and the ability to analyse one’s actions, deeds, motives, correction and self-improvement; it
actively cultivates individuality and creative potential [34].
Thus, based on the analysed scientic and pedagogical literature and following the specics
of the pedagogical activity of computer science teachers, we have identied the following
criteria for the formation of future computer science teachers’ media competence (gure 1):
motivational; interpretative-creative; cognitive; action-related; reexive.
It is possible to speak about the formation of future computer science teachers’ media
competence based on a comparison of indicators and levels of media educational abilities and
skills received at the initial and nal stages of the experiment.
The classication of indicators of personality’s media competence has been designed by
us (gure 2). When developing the classication of the formation of future computer science
teachers’ media competence, we also took into account the characteristics of high and low
levels, presented by Potter [29].
Characteristics of a high level of media competence formation [
29
]: the ability to get the
central meaning of the media text; analysis: identication of the main elements of the media
text; comparison: identication of similar and unique fragments of media text; assessment of the
value of the media text or its fragment; judgments based on the comparison against particular
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Figure 1: Criteria for forming future computer science teachers’ media competence.
criterion; abstracting: ability to provide a short, clear and accurate description of the media text;
generalisation; deduction: use of general principles to explain specic information; induction:
derivation of general principles based on the observation of single pieces of information;
synthesis: ability to reassemble elements into a new structure.
Characteristics of a low level of media competence development [
29
]: low level of intelligence
(in terms of problem solving and creativity), feeling that “everything goes in its turn”; weak
memory when a person sometimes can remember only signicant things (for example, the night
before the exam); thematic dependence, lack of insight, i.e. lack of understanding of what is
essential in the messages; need for a mentor, assistant, handbook, or guide while studying; low
level of tolerance to the ambiguity of media texts, uncertainty; weak conceptual dierentiation
when having a few categories of messages; negative attitude to new messages that do not
correspond to the usual categories or simplication of this media text – transferring it to the
most straightforward category; high impulsiveness of quickly made decisions with sacrice of
accuracy.
Let us nd out what indicators characterise each of the selected criteria (gure 2):
•
Indicators of the motivational criterion are: a high level of motivation to learn and
awareness of positive motivation lead to the active use of methods of critical analysis
in professional activity; need to master media competence and understand its role in
achieving professional success; motivation to develop skills that allow you to operate
with any information freely and correctly (receive, analyse, synthesise), cognitive need;
formation and manifestation of personal qualities (persistence, purposefulness, endurance,
self-control, emotionality) and professionally essential qualities (constructive (ability to
set the goal and objectives of the educational process taking into account current trends
in media development and dissemination; ability to identify such forms and methods
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Figure 2: The criteria system for forming future computer science teachers’ media competence.
of educational work that will help to achieve the goal), cognitive (desire to be engaged
in continuous professional development and self-improvement, analysis of pedagogical
experience, wish to expand the range of your own knowledge, ability to freely navigate
in the content of the educational process).
•
Indicators of the cognitive criterion are the amount of knowledge acquired, the ability
to identify the causes and patterns which will increase the eciency of the educational
process using media technology, awareness of acquired knowledge, the ability to reveal
contradictions and resist various manipulations and as a result to create a research
problem, the ability to predict the outcomes of learning and plan the activities of students,
which will contribute to the achievement of the outcomes, the ability to study and analyse
the activities of media educators, dierent types and genres of media texts, in order to
nd ways and means to increase the eectiveness of the educational process.
•
Indicators of the interpretative-creative criterion are the ability to apply a critical analysis
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of the media and various media texts functioning in the society, the ability to apply existing
knowledge in the context of any particular media text, the ability to draw parallels during
critical analysis; development of creative potential in various aspects of activities related
to the media (gaming, art, research, etc.).
•
The indicators of the action-related criterion are mastering a set of actions that allow
one to critically analyse existing media, distribute and design one’s own media texts, the
ability to put the acquired knowledge into practice, and the desire for self-education in
the media eld.
•
Indicators of the criterial-evaluative criterion are the ability to identify the eectiveness of
the media product and feasibility of its use, the ability to subjectively evaluate the results
of own activities, the ability to assess the compliance of used pedagogical technologies
(technologies for critical thinking development, information technology, distance learning
technology, etc.) to modern requirements.
Levels of eectiveness of learning can be theoretically substantiated according to a ve-point
scale: negative (very low), passive (low), moderately active (satisfactory), active-productive
(high) and creative (very high). However, it is possible to limit it to a three-point scale of the
level of formation of future computer science teachers’ media competence: low (conditionally
marked as I), medium (II) and high (III).
Considering scientists’ conclusions, we developed criteria and qualitative characteristics of
future computer science teachers’ media competence according to three levels (high, medium,
and low). We have developed the characteristics of each level.
K1 – motivational criterion.
•
The high level of motivational criterion formation is characterised by future teachers’
increased interest in the use of media technologies in teaching computer science
lessons, high activity and independence in pedagogical activity, orientation for
creativity, predominant analytical activity, the experience of positive emotions while
participating in the educational process; predominance of internal motives over the
external ones.
•
The following features are typical for the medium level: teachers demonstrate an
occasional interest in using media technologies in teaching computer science lessons;
motives do not correspond to individual possibilities and desires; episodic instruc-
tions for creative activity; lack of positive emotions in the process of pedagogical
activity.
•
The following indicators are typical for the low level: future teachers lack formed
intentions; values that do not reect the objective content of the work are predomi-
nant ones; utilitarian motivation to master media technologies prevails; teachers
demonstrate vagueness of interests and inclinations.
K2 – cognitive criterion.
•
The high level of cognitive criterion is characterised by the following: awareness of
basic terms, theories, basic facts of the media education history, creativity of media
gures, a clear understanding of the process of mass communication and media
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impact in the real world context; compliance of the content of basic professional
training with the current state and prospects of subject area development and
interaction with the media; design of individual learning trajectories by students
[35].
•
The following features are characteristic of the medium level: awareness of some
basic terms, theories, facts of the media development history, mass communication,
media impact, and creativity of individual media gures.
•
The following indicators are typical for the low level: lack of awareness (or mini-
mal knowledge in this area) of basic terms, theories, facts of the history of media
development, mass communication, media impact, and creativity of media gures.
K3 – action-related criterion.
•
Future computer science teachers with a high level of action-related criterion devel-
opment demonstrate the need to realise their abilities in the educational process; they
have a high degree of critical analysis; the purpose and tasks of the classes are charac-
terised by creative approach; such teachers use action-related approach in teaching
computer science, the predominance of active teaching methods characterises their
teaching; they have practical skills of independent choice, design and distribution of
media texts of dierent types and genres, practice active self-education in the media
sphere.
•
The future computer science teachers with a medium level of action-related criterion
have an unclear need to apply the abilities and acquired knowledge in the educational
process; activity in mastering necessary knowledge and skills is not demonstrated
enough; such teachers can select and design media texts of dierent types and genres
only with the help of expert consultations.
•
Future computer science teachers with a low level of this criterion rarely use any
methods to intensify their work; their practical skills of selecting and designing
media texts and skills of self-education in the media sphere are not well developed,
or they demonstrate unwillingness to develop them.
K4 – interpretative-creative criterion.
•
Teachers with a high level of formation of interpretative-creative criterion are
characterised by the ability to apply critical thinking technologies, taking into
account various factors in the analysis of various media texts and media sources,
and the ability to analyse, synthesise and design their own media texts taking
into account the aspects of space and time; they can abstract the material, make
comparisons and make their critical assessment of the media of any complexity.
•
The following features characterise the medium level of the interpretative-creative
criterion formation: the ability to apply technologies of critical analysis of the
media, taking into account key factors based on the average development of critical
thinking.
•
The following indicators are characteristic of the low level of formation of the
interpretative-creative criterion: tendency to external inuence, lack of skills and
abilities of critical analysis, and lack of critical thinking skills.
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K5 – criterial-evaluative criterion.
•
Students – future computer science teachers – with a high level can freely operate
their abilities and use them correctly in their professional activities; they are capable
of self-assessment and self-criticism; they can correlate requirements with their
features, carry out self-diagnostics and are ready for self-development.
•
The following indicators characterise students with a medium level of formation
of the criterial-evaluative criterion: the average level of orientation in their own
abilities and their self-esteem is only sometimes stable but adequate.
•
Students – future computer science teachers – with a low level of formation of the
criterial-evaluative criterion have a low level of orientation in their abilities; their
self-esteem is low; they do not use methods of self-diagnosis; they tend to minimise
their capabilities, do not believe in themselves.
Therefore, media competence is a set of motives, abilities, knowledge and skills (indicators:
motivational, cognitive, action-related, interpretative-creative, criterial-evaluative) that pro-
motes selection, critical analysis, design, evaluation and dissemination of various media texts
and complex processes of media functioning.
Along with the signicant positive experience of introducing media education in Ukraine at
the current stage, there are also signicant problems. First, there needs to be more methodolog-
ical support for media education in secondary schools. For instance, if there is a curriculum and
a textbook for higher education, this issue remains unsolved for secondary school. This problem
becomes even more relevant if we consider that the most eective way to develop media skills
is to integrate them into existing subjects and courses, which requires adjusting relevant syllabi,
teaching aids and methodological materials, and additional teacher training. There are also more
general problems in developing modern media education in Ukraine. This is the inertia of the
education system, which inherited from the Soviet era the insucient attention to developing
critical thinking, especially while doing the social science courses. At the same time, the rst
successful steps in introducing media education in Ukraine, as well as the active participation
of scientists and representatives of the professional community in this process, give grounds to
expect further successful development of media education in our country.
3. Conclusions
This paper has analysed the signicance of media education in the modern technology-driven
world and its implementation in Ukraine. The key conclusions are:
•
Media literacy is an imperative skill in the 21st century for students and teachers alike. It
enables critical evaluation of overwhelming media messages and ethical participation in
digital spaces.
•
Ukraine has recognised the importance of media education, but its integration into school
and university curricula needs to be more cohesive and consistent. A comprehensive
nationwide strategy is needed.
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•
Eective media training for future computer science teachers is crucial as they directly
deal with information technologies. Their media competence inuences how they teach
students media literacy.
•
Developing motivational, cognitive, interpretative, practical and reective skills con-
stitutes holistic media education for future computer science teachers. Corresponding
criteria should be integrated into pedagogical frameworks.
•
Despite positive developments, challenges persist in advancing media literacy in Ukraine,
including bureaucratic inertia, insucient teacher training, lack of funding and updated
teaching materials.
•
A coordinated eort between government bodies, education specialists and civil society
is required to formulate a robust long-term plan to implement media education at all
levels in Ukraine systematically.
•
Further research into innovative pedagogical models, customised training programs
and international collaboration will support this crucial endeavour and help produce
media-savvy citizens.
•
With continued persistence and commitment, Ukraine can become a leader in providing
quality media education, enabling its citizens to thrive in the digital age.
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