Indicators of Media Literacy of Uzbek Media Representatives Related to the Use of Artificial Intelligence

This article argues that media literacy constitutes a foundational skill for cultural diplomacy practitioners, navigating today’s diplomatic landscape that is a complex of global communications. The author examines how twenty-first-century media environments present both opportunities for cross-cultural engagement and challenges of disinformation, echo chambers, and artificial intelligence (AI) manipulation. The article defines media literacy as the ability to access, analyse, evaluate, create, and act using all forms of communication, emphasising its role in developing critical thinking skills and empathy essential for intercultural competence. The author presents the Center for Media Literacy's framework of ‘Five Key Questions and Core Concepts’, demonstrating how this evidence-based approach can enhance cultural diplomacy effectiveness — helping practitioners understand message construction, audience reception, embedded values, and communication purposes. The study showcases practical applications through UNESCO's Media and Information Literacy Alliance and Fulbright's NATO Security Studies Award, illustrating how international organisations integrate media literacy into cultural exchange programs. The author concludes that media literacy skills transcend borders and cultures, supporting global communication, connection, and innovation in an increasingly interconnected world.

This exploratory study (N = 310) investigates the relationship between students’ attitudes toward artificial intelligence (AI), their attitudes toward AI ethics, and their media and digital literacy levels. This study’s specific objectives were to examine students’ (a) general attitudes toward AI, (b) attitudes toward AI ethics, (c) the relationship between the two, and (d) whether attitudes toward AI are associated with media and digital literacy. Participants, drawn from a convenience sample of university students, completed an online survey including four scales: (a) a general attitude toward AI scale (including two subscales, positive and negative attitudes), (b) an attitude toward AI ethics scale (including two subscales, attitudes toward accountable and non-accountable AI use), (c) a media literacy scale, and (d) a digital literacy scale, alongside demographic information. The findings revealed that students held moderate positive attitudes toward AI and strong attitudes favoring accountable AI use. Interestingly, media literacy was positively related to accountable AI use and negatively to positive attitudes toward AI, whereas digital literacy was positively related to positive attitudes, and negatively to negative attitudes toward AI. These findings carry significant theoretical implications by highlighting the unique relationship of distinct literacies (digital and media) with students’ attitudes. They also offer practical insights for educators, technology designers, and administrators, emphasizing the need to address ethical considerations in AI deployment.

This article situates contemporary critical media literacy into a postdigital context. It examines recent advances in data literacy, with an accent to Big Data literacy and data bias, and expands them with insights from critical algorithm studies and the critical posthumanist perspective to education. The article briefly outlines differences between older software technologies and artificial intelligence (AI), and introduces associated concepts such as machine learning, neural networks, deep learning, and AI bias. Finally, it explores the complex interplay between Big Data and AI and teases out three urgent challenges for postdigital critical media literacy. (1) Critical media literacy needs to reinvent existing theories and practices for the postdigital context. (2) Reinvented theories and practices need to find a new balance between the technological aspects of data and AI literacy with the political aspects of data and AI literacy, and learn how to deal with non-predictability. (3) Critical media literacy needs to embrace the posthumanist challenge; we also need to start thinking what makes AIs literate and develop ways of raising literate thinking machines. In our postdigital age, critical media literacy has a crucial role in conceptualisation, development, and understanding of new forms of intelligence we would like to live with in the future.

With the increasingly ubiquitous presence of artificial intelligence (AI) technology in digital society, educators appeal to foster the public's general knowledge about AI from young children. Studies have been conducted to create learning activities for children's development of AI literacy, but seldom did they investigate the resources children have prior to instruction. The purpose of this study is to explore young children's preconceptions of AI and the sources of their viewpoints. A total of 261 students aged 7 to 9 from a public elementary school in a Southern Chinese city were recruited to finish the draw‐a‐picture task, and 32 students participated in the follow‐up sharing in the classrooms. Through the drawing analysis, we identified five categories to describe young children's impressions of AI, including the appearance of AI, tasks handled by AI, environment, human–AI relationship, and feelings and attitudes towards AI. Moreover, our analysis revealed that everyday technology and media act as two main sources of young children's preconceptions of AI. This research offers methodological and empirical contributions to AI literacy research and practical insights for AI production developers, policymakers and curriculum designers. Practitioner notesWhat is already known about this topic AI literacy, as an important part of digital literacy in the twenty‐first century, has drawn attention from researchers. Some studies designed AI literacy courses and explored their influence on young children's understanding of AI. Children have informal ideas and beliefs about AI prior to instruction, which is tricky to catch. What this paper adds By draw‐a‐picture analysis, 5 categories and 28 subcategories were identified to describe young children's preconceptions of AI technology. For AI appearances, children put animal‐like features in nearly the same important position as human‐like characteristics. For AI appearances, performed tasks and environment, children consider AI as not only mimicking humans but also an extension and surpassing of human intelligence. Human–AI relationships perceived by children are identified as teammate/partnership, commanders–subordinates, master–server and substitute relationships. Children's positive attitudes towards AI are prominent, but they have shown the potential to understand possible negative influences of AI. Two sources of young children's AI preconceptions, everyday technology and media, were revealed. Implications for practice and/or policy Drawing is an age‐appropriate assessment approach for investigating children's understanding of AI conceptions. For AI developers, children's tendency to overestimate AI capabilities presents a challenge. AI products may be designed with human‐like, animal‐like or tool‐like appearances to reduce children's cognitive load; children's socio‐cultural resources can be integrated into user interface design to enhance their engagement; and drawing‐based participatory design workshops can be conducted to incorporate children's voices into the design of AI applications. Policymakers should develop regulations to ensure the responsible design of AI for children; provide guidance to foster children's media literacy; and incorporate AI literacy education into the formal curriculum. Curriculum designers can utilize situated learning strategies and culturally responsive pedagogy to engage children in AI literacy education. Curriculum designers should incorporate instructions about the limitations of AI systems, ethical issues AI might introduce, and the differences between fiction–fact and AI–other technology into AI literacy education.

In the digital age, the spread of fake news produced by artificial intelligence presents a serious threat to civilization. The study analyzes the influence of artificially manufactured false information on the younger population and methods to improve their ability to critically evaluate media as an efficient solution. It investigates the effects of AI-generated fake news, particularly its potential to erode public trust and alter opinions, by evaluating pertinent research highlighting the crucial significance of media literacy in empowering the young generation to discern and assess information sources with a critical mindset. For the present study 20 media educators and 180 students were chosen to identify how these individuals believe media literacy impacts their ability to identify misinformation, especially that generated by artificial intelligence. The study also examines cutting-edge teaching resources and technological innovations that interest students and promote media literacy. Moreover, the study explores the responsibilities of corporations, governments, and institutions in combating AI-generated misinformation. Companies ought to enhance algorithms and content management methods, with a focus on prioritizing transparency in the transmission of information. Governments can pass laws, incorporate media literacy into education, and provide backing for research and innovation. Promoting responsible journalism, fact-checking procedures, and media literacy instruction requires the cooperation of media and journalistic organizations, fact-checking groups, and educational institutions.

Abstract: Media literacy is a key competence in the modern world and the necessity to develop it is now beyond doubt. Students at the early stages of their primary schooling are ever more avid consumers of internet content, which draws researchers´ attention to this age group. The article presents the results of a survey carried out among third-grade students which assesses the level of their media literacy by focusing on the students’ behaviour in a digital environment including the use of various applications, platforms, social networks, awareness of internet safety rules, while simultaneously foregrounding their interests in traditional media such as children´s magazines and television. The article also presents good practices in media literacy instruction from Finland which allow for comparative analysis and generating ideas that might be applicable to the Bulgarian educational environment. The methodology includes an interdisciplinary approach using the methods of comparative analysis and quantitative methods. One hypothesis is that school students develop their media literacy through different communication channels through self-learning and informal sharing. The second hypothesis is that schools should incorporate media literacy classes, fulfilling their role as an educational institution in a dynamic media environment and media ecosystem and the rapid penetration of digitization, software applications, chatbots, and artificial intelligence. Keywords: media literacy, students, primary education, pedagogical communication.

Moving with the integration of Artificial intelligence (AI) in teaching, this paper examines the possibility of incorporating artificial intelligence in media literacy education to prepare students with conventional technology consciousness mainly in the complex and highly computerized society today. This research aims to find out how students benefit from AI as a teaching aid in developing competencies in the analysis of AI-mediated media content, and algorithmic and ethical reasoning. This study adopted a mixed-methods research design with a quasi-experimental design to compare an experimental group that took media literacy combined with artificial intelligence instruction with a control group taking traditional media literacy instruction. For analysis, quantitative data showed that the experimental group gained substantial insight into biases, AI-created material assessment, and the impacts of algorithms on the creation and consumption of content. Focus group and interview data also reinforced the improvement of the experimental group’s understanding of AI in defining media experiences & critical reflection on ethical themes such as privacy, fairness, and justice. The results of this study support the view on the ability of AI to upskill learners in critical thinking, as well as promote ethical thinking within the usage of digital media. The study adds to existing literature that needs to draw the attention of academic circles to the potential of integrating AI into educational models; stressing that it is capable of preparing students for the intricacies of the media environments in the age of AI. Based on this research, media literacy education with the help of AI-integrated curricula may be considered as one of the most effective methods to promote AI education in technical and ethical fields of media usage. Media literacy education, therefore, calls for a change of approach to prepare students to deal with the implications of assimilated AI technologies, for the production of critical and ethical users of information technology. Implications for future curriculum development and research work are some of the study’s findings that suggest the following: Long-term effects of AI-based interventions; The generalization of the findings in other educational contexts.

Artificial intelligence is currently one of the most trending topics on a global level, both among the professionals from various fields and among everyone else who is familiar with the existence of this notion. However, the question that is arises – why is this so? Is it because the world is afraid of the unknown? It goes without saying that the potential reluctance plays a huge role in this regard. In fact, the testimonies and the experience point to the conclusion that comfort is found in safety. The enhancement and dynamics of the development of needs and wishes result in new forms of their satisfaction, respectively, and one of those forms is precisely the artificial intelligence. However, what happens when the artificial intelligence is mentioned in the context of e-commerce, which, equally as artificial intelligence, is also causing confusion? There is a clash with the fact that the knowledge is the existential assumption in order to have a satisfactory level of readiness to confront. In this case, that knowledge is precisely the media literacy, in the broadest possible sense. In order to have quality communication, it is important to understand the process of communication,. However on the other hand, the understanding of the communication process encompasses several processes that differ from each other, but who also complement each other. This paper analyses the media literacy in the e-commerce in relation to artificial intelligence and aims to define, but also to bring the meaning of each of these terms closer to the readers, and to explain the meaning of their mutual cohesion for the modern society. Finally, the paper aims to provide information on why media literacy is important for the users or the consumers in the context of the e-commerce in the age of artificial intelligence.

In the modern information society, the development of media literacy of teachers is extremely relevant, especially in the context of the rapid introduction of artificial intelligence (AI) and its impact on the media space. The use of AI in content creation opens up wide opportunities for generating texts, images, video, and audio, which greatly complicates the process of identifying true information and countering manipulation. This problem is especially relevant in the context of the Russian-Ukrainian hybrid war, as the enemy is actively using disinformation, propaganda, and information and psychological operations to manipulate public opinion both in Ukraine and abroad. In this regard, there is a need to implement effective teacher training programs aimed at developing critical thinking and skills in analyzing media content using AI. This article presents the results of a study of teachers' media literacy and awareness of AI-generated content. To collect data, a test was conducted to assess teachers' ability to recognize fake news, detect manipulations in text and visual information, and analyze information sources for reliability. The results of the study showed that most teachers face difficulties in identifying AI-generated content and need additional knowledge and skills to critically analyze it. Based on the data obtained, a training program was developed to improve the level of media literacy of teachers in the context of AI. The training includes theoretical and practical aspects, including an introduction to the basic concepts of media literacy, an analysis of the role of AI in creating media content, and a review of technologies used by media companies to generate news and visual materials. Special attention is paid to the problems of generative content, its impact on information consumers, as well as methods of fact-checking and detecting disinformation using digital tools. The proposed training is one of the possible solutions to improve information analysis skills, raise media awareness, and develop a responsible attitude to content dissemination. Thus, the findings of this study can serve as a basis for further improving media literacy curricula, in particular for developing comprehensive strategies for introducing AI into education, taking into account its potential risks.

With the rapid development of artificial intelligence technology, people are increasingly encountering intelligent assistants and generated content in their daily studies and lives. This paper demonstrates the behaviour patterns of users when using AI tools and their impact on various dimensions of media literacy, focusing on the influence of generative AI like ChatGPT on users' media literacy. The research finds that while AI can assist users in quickly retrieving information and stimulating creativity, a significant issue remains: the lack of evaluation of information sources and critical analysis skills. Therefore, this paper aims to provide recommendations for educators and editors to cultivate users' media literacy, helping them effectively utilize these technologies in the digital age.

The concepts of information and media literacy have been central components of digital literacy since the digitization of information began. However, the increasing influence of artificial intelligence on how individuals locate, evaluate, and create content has significant implications for what it means to be information and media literate. This paper begins by exploring the role artificial intelligence plays at the various stages of information retrieval and creation processes. Following this, the paper reviews existing digital literacy frameworks to ascertain their definitions of information and media literacy and the potential impact of artificial intelligence on them. We find that digital literacy frameworks have been slow to react to artificial intelligence and its repercussions, and we recommend a number of strategies for the future. These strategies center around a more agile, responsive, and participatory approach to digital literacy framework development and maintenance.

Through in-depth interviews with junior high school teachers in Hong Kong who participated in a media and artificial intelligence literacy program intervention, this research highlights the importance of prioritizing values and ethics education over technical proficiency when incorporating artificial intelligence (AI) into media literacy training. While quantitatively assessing students’ literacy levels posed challenges, future media literacy programs should concentrate on introducing technological terminology and concepts, promoting awareness of potential issues, instilling values for responsible technology use, and fostering empathy to create a harmonious online environment. By focusing on fundamental values and key concepts rather than following fleeting AI trends, educators can empower students to navigate the digital media landscape effectively. Introducing such education among junior high school students, potentially involving parental education, is crucial for nurturing well-rounded digital citizens. The discussion thoroughly explores implications and recommendations for media literacy education programs, specifically in an AI era.

The widespread use of AI-based technologies has sparked educational, social, and political interest in AI training. Education systems must prepare individuals for a world with AI. AI literacy is a cognitive and pedagogical difficulty. AI's language and intricacies need redefining literacy. Because these systems are easy to use, more individuals are utilizing them than those with limited conceptualizations (such as an inability to grasp the future relevance of these systems) or competencies (like an inability to comprehend how these systems function). The study investigates the increasing significance of artificial intelligence (AI) literacy within the context of media literacy. As AI technologies permeate various aspects of modern media, the capacity to comprehend and engage critically with these systems has become essential. The paper begins by analyzing the intricate intersection of AI and media, focusing on content creation, dissemination, and consumption. It then emphasizes the importance of AI literacy, which is the ability to comprehend, implement, and evaluate AI technologies critically, similar to traditional media literacy skills. Finally, the paper proposes that AI literacy, as part of media literacy, entails understanding how these systems function and their ethical and societal implications. The paper's conclusion offers a comprehensive framework for incorporating AI literacy into media education curricula, aiming to empower individuals to navigate, evaluate, and responsibly participate in the evolving AI-mediated media landscape.

The rapid digitalization of contemporary society has fundamentally transformed how individuals access, process, and disseminate information. While digital technologies increase access to knowledge and expand civic participation, they simultaneously intensify exposure to misinformation, deepfakes, algorithmic manipulation, and targeted disinformation campaigns. These challenges have become particularly acute in the context of global political polarization, hybrid warfare, and the proliferation of unverified content on social networks. As a result, digital and media literacy have emerged as indispensable competencies for ensuring societal resilience and safeguarding democratic processes. They empower individuals to critically evaluate information sources, recognize manipulative content, and make informed decisions in complex information environments. Understanding the role of these competencies is thus essential for strengthening information security at the individual, institutional, and national levels. The aim of this study is to examine the role of digital and media literacy as fundamental components of resilience to disinformation in the digital society. The research seeks to identify the mechanisms through which these competencies reduce vulnerability to false narratives, determine the key skills that shape information resilience, and explore the institutional, educational, and policy frameworks necessary for their systematic development. The study is based on a combination of theoretical and empirical methods. The theoretical framework draws on contemporary approaches from information security, cognitive psychology, and digital communication studies. Empirical evidence is collected through the analysis of international surveys conducted by UNESCO, the OECD, and the European Commission that measure media literacy levels and susceptibility to disinformation. A comparative analysis of educational initiatives in Poland, Ukraine, and Estonia is also conducted to identify effective practices for integrating digital literacy into formal and non-formal educational systems. In addition, the research employs content analysis of common disinformation narratives spread through social networks to evaluate typical psychological and perceptual vulnerabilities exploited by disinformation actors. The results demonstrate that digital and media literacy significantly enhance individual and collective resilience to disinformation. Individuals with high levels of media literacy demonstrate stronger critical-thinking skills, greater awareness of manipulative techniques, and reduced emotional reactivity to provocative content. Digital literacy strengthens resilience by enabling users to understand platform algorithms, secure their digital identities, recognize bot-generated content, and verify information through fact-checking tools. The study also reveals that societies with institutionalized media education—integrated into school curricula, public communication strategies, and adult education—exhibit higher resistance to disinformation campaigns. Moreover, the effectiveness of resilience increases when digital and media literacy are combined with civic education, digital ethics, and psychological awareness of cognitive biases. Importantly, the research highlights generational and regional disparities: younger users demonstrate stronger technical skills but remain vulnerable to emotional manipulation, while older adults often struggle with the digital functions necessary to evaluate online content. This suggests a need for targeted, age-sensitive educational strategies. Digital and media literacy represent a foundational component of societal resilience to disinformation in the digital age. Their systematic development contributes to informed citizenship, strengthens democratic processes, and enhances national security by reducing susceptibility to manipulative information flows. The integration of these competencies into public policy, educational frameworks, and corporate communication strategies is essential for building a robust information environment. Future studies should explore the psychological mechanisms of susceptibility to disinformation, develop standardized indicators for measuring digital resilience, and investigate the use of artificial intelligence to support media literacy education. Cross-country comparisons and longitudinal research would provide deeper insights into how digital and media literacy evolve over time and influence information behavior in crisis contexts.

During presidential elections and showbusiness or social news events, society has begun to address the risk of fake news. The Sustainable Development Goals 4 for Global Education Agenda aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030. As a result, various nations have deemed media literacy education a required competence in order for audiences to maintain a discerning attitude and to verify messages rather than automatically believing them. This study developed a highly efficient message discrimination method using new technology using artificial intelligence and big data information processing containing general news and content farm message data on approximately 938,000 articles. Deep neural network technology was used to create a news source credibility identification system. Media literacy was the core of the experimental course design. Two groups of participants used different methods to perform message discrimination. The results revealed that the system significantly expanded the participants’ knowledge of media literacy. The system positively affected the participants’ attitude, confidence, and motivation towards media literacy learning. This research provides a method of identifying fake news in order to ensure that audiences are not affected by fake messages, thereby helping to maintain a democratic society.