Using information technologies to improve media literacy of teachers of higher educational institutions of Ukraine

Abstract

The aim of the study was to empirically substantiate the impact of digital tools on the level of media literacy and determine the role of digital competence in the formation of the ability to critically analyze media content. The study was conducted using a quasi-experimental design with control and experimental groups (n = 120). The intervention provided for the systematic use of information technologies in the professional activities of teachers for one semester. The results of the analysis of variance indicated a significant impact of the use of IT on the level of media literacy (p < 0.001), the presence of a graduated effect depending on the intensity of their use. Correlation analysis demonstrated a positive relationship between digital competence and media literacy indicators (r = 0.64–0.73). The conclusions emphasize the effectiveness of the integration of information technologies as a tool for the development of teachers' media literacy, and emphasize the need for the systematic implementation of digital practices in higher education.