The article explores the potential of digital technologies as a tool for developing students’ critical thinking and media literacy in the context of the digitalization of Ukraine’s educational space. The relevance of the study is substantiated by the challenges of information overload, the spread of disinformation, and hybrid threats, which require higher education students to possess analytical thinking skills, source verification, the ability to detect manipulation, and adherence to ethical norms in the digital environment. The methodological basis combines an analysis of recent Ukrainian academic publications (2024–2025), national digital transformation strategies. The author proposes a three-tier model CT–CT–ML (Digital Technologies — Critical Thinking — Media Literacy), which includes the levels of educational design, didactic tools, and a culture of safety. The educational design level involves integrating critical thinking and media literacy modules into professional disciplines, implementing microqualifications in fact-checking, ethics, and safety, applying blended learning, and aligning programs with national strategies. The didactic level includes the use of LMS platforms (Moodle, Google Classroom), artificial intelligence tools for analyzing arguments and detecting logical fallacies, infographics for data visualization, and social networks as educational communication channels. The safety culture level incorporates cybersecurity protocols, AI literacy, media ethics, and practices of media forensics and OSINT. A correspondence matrix “tool — outcome — assessment” operationalizes the model’s goals and ensures transparency in evaluating learning outcomes through a unified 0-4 scale (validity of sources, logic of conclusions, contextualization, ethics and safety, reflection and transfer). The model demonstrates adaptability across various educational programs: for humanities, the focus is on discourse analysis, debate, and media creativity; for STEM fields, on critical analysis of data, ethical implications of algorithms, and responsible technology design. The findings provide a framework for modernizing educational programs, improving instructional efficiency, and developing students’ meta-competencies essential for professional and civic self-realization in the digital society.

This study investigates how Pope Francis reproduces principles of Media and Information Literacy (MIL) in his social encyclicals—Lumen Fidei (2013), Laudato Si’ (2015), and Fratelli Tutti (2020)—through distinct discursive strategies. Drawing on Mumby’s discourse framework and intertextual analysis, the research identifies four primary modes of MIL reproduction: media discernment, dialogic communication, advocacy communication, and media sustainability. Through thematic coding and textual analysis, the study reveals that Pope Francis embeds MIL into theological and pastoral discourse by fostering critical media engagement, promoting inclusive dialogue, advocating for educational initiatives, and encouraging ethical, sustainable media systems. These findings demonstrate how papal teaching can function as a moral and pedagogical resource for navigating the contemporary information environment, particularly in countering misinformation, strengthening community dialogue, and shaping ethical communication. The study contributes to scholarship on religion and social communication by showing how faith-based leadership can influence media literacy discourses.

Three Decades of Evidence: Promising Approaches to Effective Comprehensive Sex Education.

From friends to followers: How social media influences the relationship between friends' behaviors and disordered eating in adult men and women.

This study aims to examine the online media literacy competencies of English as a Foreign Language (EFL) students in Turkey in the aftermath of COVID-19, with a particular focus on their ability to access, critically evaluate, and produce media content during remote learning. A quantitative research design was employed using a validated survey adapted from Hallaq (2016). Data were collected from 178 first-year EFL students via an online questionnaire. The instrument measured three dimensions of media literacy: access, awareness, and production. Descriptive statistics were used to analyze the data through SPSS 26. The findings show that students demonstrated relatively high competence in accessing English-language mass media and critical awareness of intercultural and linguistic content. However, their performance in media production—especially content creation—was notably lower. Students primarily relied on video content for language learning and preferred afternoon study times during remote learning. Media access and awareness skills were stronger than production skills. Video was the most preferred medium for language input. Students showed high awareness of intercultural messages in English media. Media literacy remains an essential but underdeveloped component in EFL instruction.

This study re-examines generational differences in media literacy and news consumption within the evolving digital landscape. It expands on the well-known dichotomy of Digital Natives and Digital Immigrants by proposing a new conceptual framework that introduces the terms Analog Anchors and Digital Floaters. These terms aim to reflect the heterogeneity and fluidity more accurately, the adaptive nature of users’ engagement with digital media. A quantitative survey was conducted using an online questionnaire distributed to Greek participants (N = 1020) through a non-probability convenience sampling method. The analysis revealed significant variations in digital literacy, news consumption habits, and skepticism toward the media across generations. Findings indicate that the relationships with technology and information are not linear or age-bound but are shaped by cultural, cognitive, and social parameters. High levels of media skepticism observed across all age groups further challenge traditional divides. As a result, this study argues for a paradigm shift that captures the complexity of media literacy in the platform era, moving from static generational labels towards a more dynamic understanding of users as Analog Anchors and Digital Floaters.

Abstract This article examines the role of civil society in countering disinformation, in particular through the prism of international experience and its prospects for Ukraine. The authors analyze successful examples of the EU and the US. The article highlights the features of legal regulation and comprehensive approaches aimed at identifying and refuting false information. Special emphasis is placed on the importance of a developed network of public initiatives for data verification. They should effectively interact with state bodies. In addition, attention is focused on large-scale educational programs on media literacy. In the context of Ukraine, the greatest challenges and potential mechanisms for adapting foreign practices are highlighted, taking into account the conditions of war. The authors determined that effective countering disinformation is impossible without a comprehensive combination of legal norms and active participation of civil society. This is a guarantee of information security and democratic stability of the state.

The rise of digital media has profoundly reshaped how Indonesian citizens engage in political discourse. This study explores how Mojok.co's Putcast functions as an affective democratic space and a medium of political education for young audiences. Employing a qualitative approach that combines content analysis, grounded theory, and in-depth interviews with the editorial team, this research analyzes two podcast episodes: "Inaya Wahid: Lengsernya Gus Dur Bikin Trauma Politik Sampai Sekarang" and "Dimas Oky Nugroho: Mereka Menghancurkan Mimpi Anak Muda Indonesia!" Findings reveal that Mojok.co strategically employs humor, satire, and reflective narratives to frame political issues surrounding Indonesia's Constitutional Court decision No. 90/PUU-XXI/2023 and the role of youth in democratic participation. The podcast's framing encourages audiences to negotiate political meanings emotionally and deliberatively. Analysis of YouTube comment sections demonstrates active audience participation in three forms: reflective (developing personal political opinions), affective-educative (expressing empathy and learning), and critical-negotiative (reinterpreting the podcast's frames). This study affirms theories of digital democracy and mediatization, suggesting that podcasts function not merely as information channels but as participatory arenas of political discourse. Mojok.co's Putcast exemplifies how local alternative media can democratize political conversations through affective engagement, egalitarian language, and technological accessibility. Hence, this study contributes to contemporary scholarship on digital political communication and proposes podcasting as a strategic medium for youth political literacy and affective democracy in Indonesia. Keywords: podcast Mojok.co, affective democracy, political framing, digital participation, political communication

This study aims to evaluate the content quality and informational reliability of YouTube videos focusing on the effects of cyberbullying on children’s mental health and quality of life. The research investigates how such videos represent cyberbullying and to what extent they offer accurate, developmentally appropriate information.A total of 40 Turkish-language YouTube videos were selected using the keywords “cyberbullying” and “cyberbullying and children,” applying specific inclusion and exclusion criteria. The videos were evaluated using the Modified DISCERN Scale for credibility and the Global Quality Scale (GQS) for content usefulness. Descriptive statistics, Kruskal-Wallis tests, and Spearman correlation analyses were performed using SPSS 25.0.The findings revealed that the overall quality of videos is heterogeneous, with only half meeting high-quality standards. Videos uploaded by health professionals tended to score higher, but this was not statistically significant. No strong correlation was observed between video popularity (views, likes) and content quality. The study highlights the importance of promoting media literacy and involving experts in producing child-appropriate digital content to mitigate the risks of misinformation and enhance safe digital engagement for children.

Research objectives (aims) and problem(s): This paper explores the phenomenon of sharenting—the widespread practice of parents sharing images and information about their children on social media—as an emerging area of interest in the educational sciences. The aim of the study is to critically analyze this practice from pedagogical, ethical, and socio-philosophical perspectives, with particular attention to its implications for child protection, identity formation, and educational responsibility in digital environments. Research methods: The study employs a theoretical and argumentative methodology, using an interdisciplinary qualitative approach based on a review of academic, philosophical, and legal literature. The analysis draws on philosophical (Sartre, Foucault), pedagogical (Mortari, Rousseau), sociological (Bauman, Giddens), and media theory (Watzlawick, Barile) frameworks, as well as relevant legal and institutional sources. Process of argumentation: The argument proceeds by first defining sharenting, then examining parental responsibility in the digital era, and finally presenting a pedagogical proposal rooted in an ethics of care, critical awareness, and the cultivation of digital citizenship. Research findings and their impact on the development of educational sciences: The contribution of the study is the formulation of an educational vision that acknowledges the need to support digital parenting through reflective, dialogic, and child-centered practices. Implications for the educational sciences include the urgent need to develop training models and pedagogical tools that equip teachers, educators, and parents to address the challenges of online communication. Such efforts should incorporate media literacy and relational ethics into curricula and educational practice. Conclusions and/or recommendations: Sharenting is not simply a communication trend but a crucial arena for rethinking educational practice in contemporary society. It raises fundamental questions about visibility, identity, and responsibility that demand pedagogical and ethical consideration.

This community service program aims to strengthen literacy in the jurisprudence of menstruation (fiqh al-haid) for IPPNU and IPNU youth through a study of Risālatul Maḥīḍ in Purwoasri Village, Tegaldlimo District, Banyuwangi Regency. This program is motivated by the low understanding of youth regarding menstruation jurisprudence and the persistent stigma and sense of taboo surrounding discussions on the issue. The service method was implemented through participatory mentoring, including textual study, focused group discussions, fiqh case simulations, and the development of simple literacy media. The results of the service indicate an improvement in the knowledge, attitudes, and religious practices of both female and male youth, particularly in understanding the concepts of menstruation, istihadhah (irregular bleeding), and their implications for worship. Furthermore, this activity fostered the development of a more open and empathetic culture of fiqh literacy within the NU student organization environment.

This study analyzes the training of future educators for the development of media literacy in children, recognizing this competence as a key factor in creativity, critical thinking, and social participation in the digital era. A mixed experimental design was implemented with 78 pre-service teachers divided into an experimental group (n=40) and a control group (n=38). The research combined theoretical methods (analysis, synthesis, and systematization), empirical techniques (questionnaires, observation, and case studies), and statistical validation using the Kolmogorov–Smirnov λ-criterion. The pedagogical model developed integrates external training elements and internal motivational, cognitive, and practical factors that strengthen teachers’ readiness to guide media education in early schooling. Results revealed significant improvements in the experimental group’s levels of readiness—especially in motivation, conceptual understanding, and practical application of media literacy strategies—confirming the effectiveness of the proposed system. The study concludes that media literacy training should be a central component of teacher education programs to prepare educators capable of fostering critical, informed, and responsible media engagement among children.

This article provides a critical analysis of the ethical issues surrounding content personalization in the digital media landscape and identifies the boundaries between useful recommendations and manipulative practices. In the context of rapid advances in artificial intelligence and algorithmic content curation, this research is particularly relevant, as recommendation systems now shape the information environment for billions of users worldwide. The author examines the theoretical foundations of personalization as a technological phenomenon and analyzes the mechanisms of recommendation systems based on collaborative filtering, behavioral pattern analysis, and machine learning. Special attention is given to the dual nature of personalization: on one hand, it enhances user experience, saves time, and delivers relevant content; on the other, it creates risks of consciousness manipulation, the formation of information bubbles, and limitations on individual cognitive autonomy. The article thoroughly investigates ethical dilemmas related to the use of personal data, algorithmic transparency, and platform accountability for recommended content. The phenomenon of information bubbles is examined as a consequence of excessive personalization, leading to societal polarization, echo chambers, and restricted access to diverse viewpoints. The psychological mechanisms through which recommendation systems influence decision-making, belief formation, and user behavioral patterns are analyzed. The author identifies criteria for distinguishing beneficial personalization from manipulative practices, including: algorithmic transparency, user control capabilities, adherence to informed consent principles, protection of cognitive autonomy, and platform social responsibility. Particular attention is devoted to vulnerable user groups, especially children and adolescents, who are particularly susceptible to algorithmic influence. The article proposes a conceptual model of ethical personalization based on balancing recommendation effectiveness with respect for user autonomy. International approaches to personalization regulation are examined, including the European Digital Services Act and other legislative initiatives aimed at ensuring transparency and accountability of algorithmic systems. The practical significance of this research lies in formulating recommendations for recommendation system developers, regulators, and users regarding the implementation of ethical personalization. The author emphasizes the necessity of developing media literacy and critical thinking as tools for countering manipulative practices in the digital environment. The research conclusions underscore the need for an interdisciplinary approach to addressing the ethical issues of personalization, combining technological, legal, psychological, and social dimensions. The study identifies the need to develop ethical standards and industry self-regulation mechanisms that will ensure a balance between innovation and the protection of user rights in the digital society.

This article examines how state ideologies and the conflictual structure of the international system interact with social processes that shape war and peace, and it explains why education is a central mechanism for mitigating international conflict. Using a qualitative, theory-driven synthesis of international relations, political sociology, and sociology of education, the paper identifies key pathways through which conflict is produced and reproduced: strategic insecurity under anarchy, ideological polarization, nationalism, and identity-based mobilization especially during political transitions. The analysis shows that schooling can amplify these dynamics through selective historical memory, exclusionary civic narratives, and segregated learning environments, but it can also reduce conflict risks by strengthening social cohesion, democratic competencies, and critical media literacy. The article concludes that conflict-sensitive education and peace-oriented social science curricula are not “add-ons” but institutional strategies that can reshape intergroup relations and increase resilience to ideological manipulation. The study contributes to social science education by linking macro-level conflict theories to concrete curricular and pedagogical interventions.

This study focuses on analyzing virtual interactions that occurred on the Instagram account @tempodotco in response to the terror experienced by Tempo in 2025. Using qualitative methods and a netnographic approach, this study collected and categorized thousands of comments, likes, and re-shared content activities on Instagram reels related to the incident of sending pig heads and dead rats. The analysis of 2,341 comments showed that 89% of them expressed support and solidarity for press freedom, which was mostly expressed through the use of the hashtag #KamiTidakTakut. This study uses the Uses and Gratifications Theory to understand user motivations in interacting, including cognitive, affective, and social integration needs. The identified communication patterns are in accordance with the One-Step Flow Theory model, where messages from mass media are delivered directly to the audience without involving opinion leaders. Although mass media can influence individuals directly, the effects that arise from each individual can vary. These findings highlight the role of social media as a new digital public space that is effective in encouraging political participation, shaping public opinion, and expanding democracy amidst threats to press freedom. The implications of this research are expected to be a guide for media practitioners, academics, and policy makers in formulating adaptive communication strategies, as well as increasing media literacy and digital community participation in fighting for democratic values.Keywords: Virtual interaction, Social media, Terror Tempo 2025, Netnography, Uses and Gratifications, One-Step Flow Theory, Freedom of the press, Political participation, Media literacy, Digital democracy.

The purpose of the article is to analyse trends in digitalisation in the field of culture in the context of hybrid warfare and to determine the role of cultural and educational initiatives (in particular, cultural service centres) in shaping the digital resilience of the population, developing media literacy and countering information threats. Research methodology. General scientific methods of analysis and synthesis were used to examine trends in digitalisation in the field of culture and identify the specific features of their impact on the activities of cultural service centres in the context of hybrid warfare. The method of generalisation was used to identify standard features and patterns of digital transformations in the sociocultural sphere and to determine their impact on the formation of digital culture and civic resilience. The comparative method was used to analyse foreign and domestic initiatives in the field of digital education and countering hybrid threats. The scientific novelty lies in clarifying the role of digital cultural and educational practices in shaping civic resilience in the context of hybrid warfare, as well as in conceptualising the potential of cultural service centres as communicative hubs of digital education that combine cultural, informational and educational functions. Conclusions. The article examines the digital transformation of Ukraine’s sociocultural sphere in the context of hybrid warfare as a factor in shaping civic resilience and cultural security. It analyses the role of cultural service centres in the development of digital culture, media literacy and educational practices aimed at raising public awareness of hybrid threats. The necessity of creating a national digital information and educational platform that unites state and cultural institutions in preparing citizens for information challenges is substantiated. It is concluded that the digital transformation of cultural institutions is not only a technological upgrade, but also a tool for strengthening social cohesion and resilience of Ukrainian society.

Examined the feasibility of establishing an independent media expertise system based on ecological principles. Through a multidisciplinary lens (media ecology, communication studies, digital sociology), it analyzes: key research trends in media ecosystems, criteria for media environment “sustainability”, and existing practices of content evaluation. The study aims to identify prerequisites for developing media eco-standards and systemic barriers to their implementation. The author argues for alternative media regulation mechanisms beyond state control or commercial interests, highlighting the tension between free speech and user protection from toxic content. The scholarly contribution includes a framework for assessing technological (filtering algorithms), institutional (NPOs’ role), and socio-cultural (media literacy) factors affecting standardization. The analysis demonstrates that current advancements in media ecology provide sufficient groundwork for collaborative research. A promising avenue is integrating expert assessments into media rankings using AI tools.

Social media, built upon contemporary Web 2.0 technologies, has assumed many functions of traditional media and enables users to produce content at a professional level. Platforms such as X (formerly Twitter), Instagram, and Facebook embody core characteristics of new media — hypertextuality, dissemination, virtuality, and interactivity — generating significant societal influence. These platforms also facilitate the expression of hate speech through text, images, videos, poems, and cartoons, contributing to its normalization and spread. Cartoons, combining visual and verbal elements with satire, can reach wide audiences while delivering critical commentary. However, they may reproduce discriminatory, racist, sexist, or exclusionary narratives. The rapid circulation of such content amplifies hate speech, reinforcing social prejudices and marginalizing targeted groups under the guise of humor. Anti-immigrant discourse, in particular, is reproduced through various strategies on digital platforms. This study analyzes anti-immigrant hate speech in cartoons shared on X between January 1, 2015, and April 1, 2025, using keywords such as “immigrant,” “cartoon,” “Turkey,” and “Syria.” The cartoons were examined using Roland Barthes’s semiotic framework to explore how visual and linguistic codes construct anti-immigrant narratives.According to the findings that humor is frequently employed to legitimize othering, criminalization, and cultural discrimination. And also hate speech targeting migrants is concentrated around several dominant themes. Notably, narratives portraying migrants as an economic burden, a cultural threat, or a security risk frequently appear in the analyzed caricatures. These themes are often conveyed through humor, which facilitates the broader public’s acceptance and normalization of such content. The study emphasizes the need for enhanced media literacy and robust monitoring mechanisms on social media, aiming to contribute to both academic scholarship and societal awareness while addressing the boundaries between digital media ethics and freedom of expression.

The aim of the article is to study the role of libraries in grounding information literacy and their contribution to the development of critical thinking skills among citizens. Research methods. To achieve the set goal, following methods are applied: a method of content analysis of modern library practices in improving information literacy; a comparative method for analysing national and foreign experience; a case study method for studying certain successful examples of countering disinformation in libraries; a prognostic method for determining prospects for introducing innovative technologies into library activities. Scientific novelty. A comprehensive study of the role of libraries in forming the information literacy and the development of critical thinking of citizens under the post-truth conditions is conducted, as well as a definition of new functions of libraries as centres of media literacy and social information security, taking into account capabilities of digital technologies, is made. Main conclusions. International and domestic experience of studying modern approaches of libraries to increasing the information literacy of the population is analysed. The role of libraries in grounding the information literacy of society under conditions of the post-truth epoch is researched. An analysis of main challenges that libraries face in the fight against disinformation, fake news and manipulative information influences is conducted. Key directions of using modern digital technologies are identified in order to provide citizens with verified information and adapt their approaches to the further work with information, integrating current methods of content analysis, fact-checking and elaboration of methodological recommendations for users. It is established that the significance of libraries in modern society goes far beyond their traditional function, as they not only provide access to information, but also act as guarantors of its authenticity, modelling responsible media consumers.

This study critically examines the adherence to core journalism ethics within Tanzanian digital media, focusing specifically on Millard Ayo Blog, one of the country’s most influential online platforms. The rapid evolution of digital journalism has introduced challenges to traditional ethical standards, particularly in the areas of accuracy, impartiality, fairness, and truthfulness. Utilizing a qualitative content analysis of 384 articles published between January and December 2023, this research evaluates the extent to which Millard Ayo Blog upholds these ethical principles while also identifying significant deviations. Guided by Gatekeeping Theory and Agenda-Setting Theory, the findings reveal a duality in the blog’s reporting practices: political coverage generally aligns with ethical standards of fairness and impartiality, facilitating balanced public discourse. However, frequent lapses are evident in the use of sensationalism, clickbait headlines, and the superficial treatment of socially significant issues. Approximately 40% of the analyzed content featured exaggerated or misleading headlines aimed at maximizing audience engagement, while 76.3% lacked critical historical context necessary for fostering informed debate. Furthermore, the underrepresentation of topics such as health, education, and poverty diminishes the platform’s role in addressing vital societal challenges. These findings underscore the inherent tensions digital platforms face in balancing commercial imperatives with journalistic integrity. The study recommends the implementation of stricter editorial oversight, the enhancement of professional training in journalism ethics, greater emphasis on comprehensive social issue reporting, and the promotion of media literacy among audiences to mitigate the impact of sensationalism and misinformation. The conclusions drawn offer valuable insights into the evolving ethical landscape of digital journalism in Tanzania and provide actionable strategies for improving the quality of online media.