NAVIGATING MEDIA LITERACY CHALLENGES IN HIGHER EDUCATION EFL COURSES: INSIGHTS FROM STUDENT BEHAVIORS AND PEDAGOGICAL STRATEGIES

Abstract

This study aims to assess the media literacy proficiency of university students to enhance educational programs and skill development. Using a mixed methods approach, it examines students’ social media usage, interactions with misinformation, and news verification strategies. Data collection involves Google Forms surveys, the Online Standard Deviation Calculator, and interviews with faculty members. The findings highlight significant social media use, with platforms like Google, YouTube, Instagram, and TikTok being ubiquitously used. Students’ engagement with misinformation and their verification methods are explored, revealing a reliance on search engines and the need for legal frameworks. The challenges faced by students in navigating social media underscore the pivotal role of media literacy education. Material and pedagogical hurdles limit its integration effectiveness. The study advocates for a holistic approach, emphasizing the need for didactic materials and faculty development to foster effective media literacy integration. Despite challenges, this study highlights collective awareness and commitment to enhancing media literacy in academia. Insights from online behaviours, media consumption, and misinformation encounters inform pedagogical preferences, offering considerations for refining teaching methodologies. Addressing identified challenges is crucial for cultivating a media-literate academic community, marking this study as a catalyst for future research and interventions. Key words: critical media literacy, effective learning, fake news, clickbait, social networks.