Development Of Media Education Research Articles

Development of media education as a prerequisite for combating fake news and the basics of forming a democratic society

Development of media education as a prerequisite for combating fake news and the basics of forming a democratic society

ІНДЕКС МЕДІАГРАМОТНОСТІ УКРАЇНЦІВ: СПОЖИВАННЯ ТА КОРИСТУВАННЯ МЕДІА

<p><strong><em>This study aims</em></strong><em> to understand the state and level of media literacy of Ukrainians as their ability to consciously perceive and critically interpret information, as well as to use a variety of mass media, based on the analysis of the «Media Literacy Index of Ukrainians: 2020–2022» study conducted by the «New Image Marketing Group» research agency with the support of the «Detector Media» NGO.</em></p><p><strong><em>Research methodology. </em></strong><em>The study uses a review of scholarly and publicistic literature on the topic, including a search of academic databases and other relevant materials. To achieve the goal, bibliographic, comparative, and statistical methods were used, as well as definitive analysis to clarify the definition of the «media literacy» term. The bibliographic method involves the study of legislative documents and their analysis. Statistical and comparative methods were used to interpret the «Media Literacy Index of Ukrainians: 2020–2022» study results.</em></p><p><strong><em>The results</em></strong><em> of the study show that the level of the overall media literacy index of Ukrainians increased in 2020–2022. The share of the audience with an above-average level of media literacy increased from 55% to 81%. There is a certain correlation between the level of media literacy and the level of education: the lower the educational status, the lower the media literacy index. Significant differences in the level of media literacy are also observed among people with different financial statuses: the higher the level of welfare, the higher the index. There have also been shifts in the understanding of the role of the media in society: the percentage of citizens who believe that the primary mission of the mass media is to inform the public about socially significant events has increased from 54% to 69% during 2022. The share of Ukrainians who believe that the media work in the interests of the state and society generally increased over the past two years, from 8% to 31% and from 8% to 15%, respectively. Among the changes in the media preferences of Ukrainians, it is worth noting a strong increase in interest in Ukrainian-made media content (63%). At the same time, from 68% to 81% of Ukrainians have completely abandoned Russian-made media content (including music). The role of Internet media has increased. Compared to 2020, in 2022, the number of consumers of social and political content in messengers increased 2.5 times (from 19% to 49%). The importance of the problem of disinformation is emphasized by 61% of the audience (compared to 57% in 2020). The share of Ukrainians who detect disinformation by looking for a link to a source in the information material has increased (39% compared to 28%). The number of Ukrainians who check information for accuracy has almost doubled, from 24% to 47%.</em></p><p><strong><em>Novelty. </em></strong><em>The «media literacy» concept was introduced into academic circulation in accordance with the Law of Ukraine «On Media». The article suggests combining the efforts of the state and civil society to implement media literacy projects. It is noted that, according to the law, the National Council of Television and Radio Broadcasting is authorized to determine the main tasks in the field of media literacy.</em></p><p><strong><em>Practical significance. </em></strong><em>The results of the analysis of the «Media Literacy Index of Ukrainians: <br /> 2020–2022» study and the introduction of the «media literacy» term into academic circulation as defined in the Law of Ukraine «On Media» will contribute to the further development of media education, deepening critical thinking, and raising awareness of the need to master the skills to use media services effectively and safely in times of war.</em></p><p><strong><em>Key words:</em></strong><em> media literacy, media, critical thinking, disinformation, media services.</em></p>

Edukacja medialna w Ukrainie

In today’s digital reality, media information skills are becoming the key ones for every member of society. Hence, media education is becoming increasingly important. Ukraine has already had some positive achievements in the development of media education. The purpose of this research is to analyze and systematize the experience of media education in Ukraine. There was used a set of research methods: a theoretical method for literature review, identification of criteria for analysis, method of selecting relevant information and interpreting results, method of systematization, and prognostic to outline further prospects for media education and learning in Ukraine. According to the criteria (historical, methodical, prognostic), the activities of five Ukrainian media education centers were singled out and described: the Institute of Social and Political Psychology, the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine (Kyiv), the Institute of Media Ecology (Lviv), the Academy of Press of Ukraine (Kyiv) and the College of Press and Television (Mykolaiv). The history of their creation, features of development, and implementation of scientific-educational-methodical support were analyzed, the directions of their further activity were outlined. It was found out that all the centers are similar in their media education mission. At the same time, their differences are manifested in the practical implementation of media education. Prospects for further research on media education and learning in the conditions of distance learning were identified.

Institutional Toolkit to Counter Fake News and Disinformation in the EU: Challenges and Achievements

The body of the article goes on to discuss the problem of the European Union’s leading institutions’ efficiency in combating fake news and disinformation, which has appeared to be a major threat to democracy in a modern world. The author’s focus revolves around the problem concerning the EU establishing a regulatory framework as well as an efficient institu-tional toolkit aimed at identifying, refuting, countering fake news and disinformation as well as media education development. In particular, there was the rise and the rise of the Strategic Communications Department (StratCom) and its working groups, the EU Hybrid Fusion Cell as a structural unit of the EU Intelligence and Situation Centre within the Framework of the European External Action Service (EEAS) and the research institution – the European Centre for Countering Hybrid Threats were established. Noteworthy, to improve the efficiency of information exchange in the EU, EEAS has launched the Rapid Alert System to ensure joint awareness of the situation related to the spread of disinformation in EU member states as well as the development of common responses, however, due to the lack of trust between EU members, the System is not actively used by all of them. The next crucial steps of combating disinformation and misinformation through media were two projects efficaciously launched by the European Commission, namely SOMA (Social Observatory for Disinformation and Social Media Analysis) started up in 2018 and SOMA (Social Observatory for Disinformation and Social Media Analysis) in 2020, respectively. The European Digital Media Observatory (EDMO) was set up as a hub for fact-checkers to jointly fight fake news and disinformation. The author emphasises that despite the fact that EDMO was supposed to replace SOMA, both projects are equally efficient and successful. Furthermore, despite the rise of high-profile EDMO, stakeholders, in particular fact-checkers and media literacy experts still hold a significant sway, which resulted in its failure in achieving their ambitions to finally tackle the spread of misinformation and fake news.

EUROPEAN CONTEXT OF IMPLEMENTING MEDIA EDUCATION

The article considers the problem of implementing media education, the urgency of which is due to the intensive pace of digitalization of society and the education system in particular, the active influence of media and the Internet, widespread disinformation and propaganda. These changes determine the need for new approaches and forms in education, actualize the development of media education of citizens in Europe and Ukraine. Research and policy initiatives to promote media education and develop media literacy are growing in Europe and Ukraine. Problems of formation and development of media education in the domestic in European contexts are presented in the research of a number of scholars. The aim of the article is to analyse the normative documents of European countries in the field of media education, where it has been implemented for a long time and some theoretical and practical cases have already been developed. The research methods used (document analysis, systematization, generalization, comparison with Ukrainian regulations) allow us to conclude that the European trend is to recognize the importance of media education, focusing not only on the ability to work with media, but also on training active citizens capable of critical thinking and work with information. Media education is currently in the spotlight of the world community, as its active implementation allows to develop media literacy, which is defined among the competencies of the XXI century and includes the ability to think critically, interact and express themselves through information, work with media and create media, disinformation and propaganda. participant in civil society. Analysis of normative documents of European countries in the field of media education proves that the development of media education in Ukraine is in line with European trends, noting the priority of its implementation in the current situation.

Waves of Media Education Development: Synchronous and Diachronic Aspects

In the context of the increasing influence of the products of the Internet field (social media, blogging) on social everyday life, media education is becoming especially relevant. The symbolic status of the audience is changing, which becomes not only a consumer, but also a producer of media content. The current stage in the development of media communications can be considered unique with some reservations. However, in the history of the XIX-XX centuries, there was a precedent, since in society periodically there were periods of a large-scale surge of interest in media literacy as the main category of media education, depending on a number of socio-cultural factors. This increase in the importance of media literacy is wave-like. The subject of this article is the waves of media education, which are considered from the standpoint of synchronicity and diachrony. A complex of methods is used: historical and cultural analysis; structural analysis; contextual analysis; secondary analysis of sociological and statistical data. Based on the results of the study, it is concluded that the modern media communication conditions in which the new media develop are similar to those that were in the formation of the audience of cinema and television. The Internet and, in particular, social media are no less rapidly conquering the audience. At the same time, the modern mediated world requires a high level of media competence and the development of critical thinking from society.

Formation of the spiritual and moral qualities of the personality of students in the conditions of modern education

Introduction. The changes that have occurred in recent years in Russian society have had a negative impact on the formation of spiritual and moral orientations and values of young students, and in general on the development of the personality of a modern growing person. Increasingly, the idols of young people are bloggers who demonstrate and popularize deviant behavior, lack of spirituality, immorality, lack of citizenship. The development of media education, information, spiritual, linguistic security, according to the authors, contribute to civic maturation and the formation of young students in a new, rather aggressive, cultural and information space, which today is becoming one of the most important means of managing the spiritual and moral basis of human life.Materials and Methods. Theoretical methods: comparative analysis of philosophical, psychological, pedagogical, methodological literature; method of scientific synthesis of factual materials. The methodological basis consists of systemic, personal-activity and cultural approaches.Results. The scientific research reveals the goals and functions of the Center for Spiritual and Moral Education and Civic Education and the Information Center.Discussion and Conclusions. The organization of work on the formation of students' spiritual and moral qualities of personality should be carried out in the context of spiritual, media security, psychological, linguistic security.

Strategia zarządzania informacją jako instrument ochrony przestrzeni informacyjnej państwa (case study: Ukraina)

Information Management Strategy as a Tool to Protect the State’s Information Space (Case Study of Ukraine) The aim of the article is to analyze the Information Security Strategy of Ukraine in the context of the current documents on that matter. The document presents exogenous and endogenous threats to the information environment of the Ukrainian state and proposes measures to combat them: protection of the information space, ensuring effective strategic communication of Ukraine, development of media education, shaping Ukrainian civic identity, and information reintegration of Ukrainian citizens living in the temporarily occupied territories. The actions taken by the Ukrainian society after the aggression of the Russian Federation in Ukraine on February 24, 2022 prove that the implementation of strategic documents on information security is highly effective.

Integrative approach to formation of teachers’ professional values under intensive development of media education

Integrative approach to formation of teachers’ professional values under intensive development of media education

STUDYING THE PROCESSES OF MEDIA PEDAGOGY DEVELOPMENT IN SECONDARY SCHOOLS OF KAZAKHSTAN

The article presents the results of a sociological study of the development of media education in secondary schools of the Republic of Kazakhstan. The authors note that in modern conditions, media literacy plays an essential role in the education system. Such important objects of media pedagogy research as: clip thinking of schoolchildren, the influence of gadgets on the learning process, media socialization, cybersecurity, distorted reality, manipulation of public consciousness become topical issues. These processes have an impact on the younger generation and their parents, and, therefore, requires study. The study was conducted as part of a sociological survey of subjects of the educational process – students, their parents and teachers, with a sample of 16,357 respondents, including students – 4,860, parents – 7,919, teachers – 3,578 people. The study of the processes of media pedagogy development has shown that there is a need to ensure not only the success of students ' socialization, but also the development of media literacy, ensuring cybersecurity, the use of psychological and pedagogical support for students, as well as the use of digital resources of the educational environment for self-realization and further professional self-determination. The development of media pedagogy ensures the successful social development of the individual in modern conditions.

Implementation of media education and media literacy in the modern education system of Ukraine

The aim of this paper is to substantiate the prospects for the implementation of media education and media literacy in the modern Ukrainian education system. The article examines the domestic experience of implementing media into the education system, the particular features of the formation of media literacy in the students learning in higher education institutions of Ukraine. The term “media education” is defined as the process of personal development with assistance and on the material of the mass media samples resulting in shaping media literacy.
 The relevance of the problem of introduction of media education and media literacy in the education sphere prompts the need to introduce the additions to the academic plan that would present relevant components that refer to the development of students’ readiness for full interaction with the modern media system and media technologies usage.
 The methodology. In the research, we applied such methods of scientific cognition as analysis, synthesis as well as statistical and descriptive methods. We also applied analytical methods of generalizing various scientific concepts presented by experts in media education, media literacy and media competence. It is mandatory that the introduction of lectures, relevant courses and seminars, discussion clubs for students, conferences and “round tables” on media education, and conducting various cultural and educational activities for the population on the discussed subject should be actively promoted.
 The results. The specific needs and priorities of media education development have been determined in regard to the European values implying counteracting information threats from external sources. The introduction of media education in higher education institutions should become a crucial component of wise state policy. The relevance of media literacy as one of the main priorities of the state educational policy in students’ education at the present stage has been defined and proved.
 The topicality of this work lies in the generalization of a comprehensive strategy for the development of media education and media literacy in primary and secondary schools, in higher education institutions and public organizations.
 The practical significance of this study is development of theory and improvement of the strategy of media education and media literacy in higher education.

An overview of the history of media education in Canada

The article's primary objective is to provide the first comprehensive retrospective examination of Canadian media education history. The authors support the periodization, identify the trends, the periodization criteria, and the three main periods of establishment and development of Canadian media education in the context of socio-political and sociopedagogical determinants based on the theoretical findings of Canadian media educators. The historical foundations for Canada's development of media education are made clear. According to pedagogical theory and practice, the core of media education is the study of theory and the development of practical skills for mastering contemporary mass media. This knowledge is seen as belonging to a distinct, independent field of knowledge. The authors conclude that media education is connected to all forms of media, including the collection of information and communication tools that each person uses on a daily basis: printed media (newspapers, magazines), auditory media (radio, audio), and screen media (movies, television, video, multimedia, the Internet, etc.); they also define the fundamental elements of media education and conclude that it is a subset of media literacy and media culture. The article describes the evolution of media education associations, approaches, and programs. It has been proven necessary to use positive Canadian experience to address issues with implementing media education in Ukraine in order to improve and humanize that country's educational system in the framework of studying the experience of Canadian media theorists and practitioners.

Türk ve Rus Akademik Çalışmalarında Yeni Medya Eğitimi Sorunsalı Üzerine Bir Değerlendirme

Bu çalışma, Türkiye’de ve Rusya’da yeni medya eğitimi üzerine yapılan akademik çalışmaları tespit edilmeyi ve bu alandaki genel sorunlarının karşılaştırmalı olarak değerlendirilmesini hedeflemektedir. Son yıllarda dünyanın farklı ülkelerinde küresel teknolojik değişimlere ayak uydurabilen nesiller yetiş-tirme bağlamında tartışılan medya eğitimi alanında, Türkiye’deki bu çabaların Rusya’daki çabalarla ne kadar benzediğini belirli bir açıdan ortaya koyabilmek amacıyla, sektördeki faaliyet gösteren bilirkişilerin görüşlerini de incelenmiştir. Bu çalışma kapsamında bilirkişilerin görüşleri, Türkiye’de ve Rusya’da medya eğitimindeki son durumu, eğilimleri, yabancı tecrübenin önemi, medya eğitimli eğitimcilerin eğitimi ve medya eğitiminin gelişimi için gelecek perspektifleri açıkça ortaya koymaktadır. 1988-2020 yılları arasında yeni medya eğitimine ilişkin yazılan 159 Türk ve 380 Rus olmak üzere toplam 539 akademik çalışma bu araştırmanın amaçlı “örnekleme çerçevesini” oluşturmaktadır. Bu kapsamda tespit edilen çalışmaların analizi için “Yeni Medya Eğitimi Sorunsalı Üçgeni” oluşturulmuştur. Akademik çalışmalar içerik analizi yapılarak, akademik çalışmanın konusu, kavram alanna göre dağılımı, dönemi, türü, yılı ve araştırma problemini kapsayacak şekilde incelenmiştir. Elde edilen veriler, “Yeni Medya Eğitimi Sorunsalı Üçgeni”nde belirlenen sorun gruplarına dayalı bir şekilde yorumlanmış, tablo ve şekillerle de verilerin gösterimine yer verilmiştir. Araştırma sonucunda, Türkiye’de ve Rusya’da yapılan akademik çalışmalarda yeni medya eğitimi sorunsalı üzerine yapılmış akademik çalışma sayısı oldukça sınırlı olduğu bulunmuştur. Bu çalışmada, nicel araştırma yöntemleri ele alınarak, Türkiye’deki yeni medya eğitiminin pedagojik ayağında söz konusu olan derslerin kapsadığı alanın sınırlılığı önemli bir eksiklik görülürken, dünyadaki ilk film okuluna sahip olan Rusya’da halen bilgi ve medya kültürünü oluşturma teknolojisine aşina olan uzmanların ciddi bir eksikliği olduğu kaydedilmiştir.

المتطلبات الفکریة للتربیة الإعلامیة فی التعلیم الثانوی

ملخص البحث استهدف البحث الحالي من خلال توظيف المنهج الوصفي وضع متطلبات فکرية للتربية الإعلامية في التعليم الثانوي، ولتحقيق ذلک تم عرض نشأة وتطور التربية الإعلامية، کما تم توضيح المقصود بمفهوم (التربية الإعلامية) من خلال طرح العديد من التعريفات المختلفة، واستتبع ذلک توضيح أهميتها، وأهم متطلبات تحقيقها في منظومة التعليم الثانوي، فضلا عن توضيح أهم المداخل الفلسفية والفکرية للتربية الإعلامية، بالإضافة إلى وضع متطلبات للتربية الإعلامية في التعليم الثانوي. Abstract The current research, by employing the descriptive approach, aimed to set intellectual requirements for media education in secondary education, and to achieve this, the emergence and development of media education was presented. Its achievement in the secondary education system, in addition to clarifying the most important philosophical and intellectual approaches to media education, in addition to setting requirements for media education in secondary education.

THE DEVELOPMENT OF MEDIA EDUCATION OF PRESCHOOL AND PRIMARY SCHOOL AGE CHILDREN (1959–2018)

The relevance of the article is conditioned by the declining age when a child first comes into contact with the media. They have a positive impact on the development of preschoolers and schoolchildren, but pose a number of threats. The study of the genesis of media education in Ukraine allows to identify ideas that are appropriate for implementation at the present stage in order to reduce risks and increase the positive impact of the media on the formation of the child’s personality. The aim of the article is to substantiate the periodization of the genesis of media education of older preschool and primary school age children (1959–2018) and to identify opportunities for the use of promising ideas in the modern educational field. To achieve the aim of the research, a set of methods has been used: structural-systemic – allowed to consider the genesis of media education as a component of the system of preschool and primary education against the background of socio-political, socio-economic, pedagogical factors; retrospective and historical-typological analysis, with the use of which the periods, leading ideas and tendencies of the genesis of media education were singled out; narrative – to present research materials with the elements of analytics. As a result of the research, the periodization of the development of media education at preschool and primary education institutions within certain chronological limits has been substantiated. The leading tendencies of the selected periods have been determined. There have been distinguished three periods of the genesis of media education of preschoolers and primary school students: the first (1959–1990) – propaganda and educational; the second (1991–2010) – competence-technological; the third (2011–2018) – conceptual-experimental. Ideas that can be implemented at the present stage have been identified.

The impact of practical aspects of communication and thinking skills formation on improving self-management skills in university students

Introduction. The universities around the world attach great importance to acquiring self-management skills for students while training at the university. Recent studies have proven that these skills have a major role in the development of human personality and academic competencies. Communication and thinking skills are considered to be one of the most important skills that have become taught and have been included in the curricula in almost all Saudi universities. This process involves both theoretical and practical aspects, aiming to provide the student with the necessary knowledge to deal with the other, to use new technologies, to be able to think positively, and to solve problems.The aim of the present research is to assess the impact of communication and thinking skills formation on the development of self-management skills among male and female students of the preparatory year in Northern Border University (Arar, Saudi Arabia).Methodology and research methods. In the course of the research, the survey method was applied. The survey received responses from 400 students of eight faculties from the Northern Border University (200 male and 200 female students). To draw comparisons between male and female students’ perspectives, the Student’s t-test was used. The research hypotheses were validated, and the obtained data were statistically processed.Results. The survey results indicate that there is a substantial difference in male and female student perspectives regarding the impact of communication and thinking skills. It was found out that male students had a much more positive perspective while considering its impact on self-development, on the development of successful social circles, and the ability to teamwork. On the other hand, according to the female students, the development of communication and thinking skills has a positive impact on problem-solving ability, mental ability, intellectual development, creative thinking, and practical life application or life realism of students.Scientific novelty. The present study confirms the importance of the implication of academic programmes aimed at students’ self-development; as such training programmes allow students to cope with the challenges of the era of technology and remote communication. In addition to training programmes directed to positive thinking in the light of the challenges facing the world such as terrorism, extremist ideology, and racism, this study comes as an important step towards enhancing self-development skills in the field of communication and human reasoning for undergraduate students.Practical significance. The authors formulated the recommendations to reform the system of particular educational services, to improve their quality due to the fastest, synchronous implementation of technological innovations and modern equipment, and to support teachers’ competencies at the proper level. The importance of media education development actualises the creation of academic programmes at universities for the training of qualified teachers in the field of specific education, especially for countries, which do not have the same experience of training, since media education is becoming compulsory in the contemporary world, increasingly affecting the formation of individuals, culture, and society. Several proposals have been made to promote further research in this direction.

WAYS TO USE INTERACTIVE METHODS IN BUILDING LEARNING DESIGN IN THE DIGITAL AGE

The content of the article provides information on the importance of studying and republishing education and training in higher education institutions in accordance with the requirements of modern digital time. This task in the modern digital world will be realized only through the development of advanced models based on the theory and practice of world didactics in the construction of effective design of training and improving the quality of education in universities. The author explains that today the main reason for the need to rethink pedagogy is the development of media education and the intensive introduction of digitaltechnologies in the theory and practice of didactics. We are talking about the possibility of online education and training raised by scientists at the level of world pedagogy, the need to focus on the implementation of all the skills of virtual education, the widespread use of digital technologies in practice. Based on the analysis, the author draws conclusions about the effectiveness and importance of interactive teaching and learning methods based on information technologies used in practice

THE DEVELOPMENT OF PROFESSIONALLY ORIENTED MEDIA EDUCATION AND ITS FUTURE

The scientific article analyzes the importance and relevance of media education. The author provides teachers with the pedagogical foundations of teaching media education in the field of information literacy in the field of vocational education. The scientific article takes into account the fact that the development of information technology in the world contributes to the latest trends in the development of pedagogical personnel and pedagogical technologies in the development of media education in the educational process, assuming that the younger generation will be crucial for information. In the article, the author draws on scientific conclusions, citing examples of the importance and necessity of media education. Considering that information technologies are developing in society, the ways of teacher education are analyzed in a scientific article. The development of science and technology is associated with the need for widespread use and application of the latest technological methods and equipment in the direction of vocational guidance and the role of media education in this direction.

Educational media and educational technology within specific education in Egypt and KSA: Challenges and prospects for development

Introduction. The technological development of media has a growing impact on various spheres of life, including education. New technologies enhance access to information and could affect the quality of training. The term “media education” was developed. Media education implies the study of impact and the use of media (press, television, radio broadcasting, advertising, the Internet with all its applications) not only by specialists in this field, but also by ordinary consumers of information for critical perception and good application. These media tools make the static and passive learning process more dynamic and interactive inside and outside the school. In specific education (musical, theatrical, sports, etc.), educational media combined with traditional techniques also begin to be involved as the tools, which motivate students for studies. Above all, educational media provide greater opportunities to identify students’ talents, to develop their abilities and skills (e.g., language, vocal, designer, household, etc.).The aim of the present analytical study is to diagnose the problems of carrying out professional activities and to study the needs of teachers, specialising in educational media and working in specific pre-university education systems in Egypt and Saudi Arabia.Methodology and research methods. Data collection was carried out by means of a survey questionnaire that was administered to a sample consisting of 100 teachers (50 from Egypt and 50 from KSA) working at various pre-university education levels in both countries.Results and scientific novelty. The results revealed that the major obstacles facing Egyptian teachers lied in budgetary and facilities shortage. Saudi teachers, however, were hindered by the administrative deficiency, lack of competencies in the use of the latest, constantly improving educational media and lack of in-service professional development. Moreover, all the participants reported the pivotal need to offer continuing professional in-service training opportunities for educational media and educational technology specialists. For experts in the field of educational media technologies, the advantages and benefits of this tool are obvious when conducting extra-curricular classes and activities, which allow providing more intensive intellectual development of students, as well as strengthening discipline and improving children behaviour.Practical significance. The authors formulated the recommendations on reforming the system of specific educational services, improving their quality due to the fastest, synchronous promotion of technological innovations, implementation of modern equipment and support of teachers’ competencies at the proper level. The importance of media education development actualises the creation of academic programmes at universities for the training of qualified teachers in the field of specific education, especially for countries, which do not have the same experience of training, since media education is becoming compulsory in the contemporary world, increasingly affecting the formation of individuals, culture and society. A number of proposals have been made to continue research in this direction.

Development of media education in Canada: a brief history

The article focuses on a holistic retrospective analysis of the history of media education in Canada, which has been done for the first time. Based on the theoretical findings of Canadian media educators, the authors substantiate the periodization, identify the trends, the periodization criteria and three main periods of establishment and development of Canadian media education in the context of sociopolitical and socio-pedagogical determinants. The historical preconditions of the development of media education in Canada are revealed. The essence of media education is regarded as a theory study and development of practical skills for mastering modern mass media, which is considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice. The authors determine that media education is associated with all types of media, which include the set of information and communication tools that each person interacts with in everyday life: printed (newspapers, magazines), auditive (radio, audio) and screen or audiovisual media (cinema, TV, video, multimedia, Internet, etc.); they identify the essential characteristics of media education, determine that media education is the form of media literacy and media culture of an individual; as well as they find out, characterize and systematize the gaps in media education in Canada. The article presents the evolution of media education programs, techniques as well as media education associations. In the context of studying the experience of Canadian media theorists and practitioners, the necessity of applying positive Canadian experience to solve the problems of implementing media education in Ukraine in terms of reforming and humanizing its educational space has been substantiated.