The dissertation provides a holistic systematic analysis of the formation and development of media education in the USA and Canada in the context of globalization, which identifies and describes the trends and essential features of historical stages of media education development. It is expected to use constructive ideas of media education experience in these countries for improving media education in Ukraine. The bibliographic analysis of the researched problem is carried out; the essence of English and Ukrainian terms in media education is investigated from foreign and domestic literary and documentary sources; their comparison made it possible to construct a conceptual field of the term “media education”. It allowed to conclude that there is no harmonized terminology on media education in foreign and domestic scientific space for a number of reasons: terminological tools of media education as a relatively new field of pedagogical research is still being formed; the emergence of new ICTs is constantly changing the form of communication, and their integration requires a combination of skills to master them; the form of information consumption changed from passive, then active to interactive; interdisciplinarity of media education, which is considered in different contexts: social, cultural, economic, historical, technological. The generalization of the study results of the media education development in the USA and Canada made it possible to substantiate its periodization in 6 stages: origin (1960-1970), maturing (1970-1980), formation of media education as a separate pedagogical direction (1980-1990), recognition and dissemination of media education (1990-2000), development of cooperation between international, national, governmental organizations and educational institutions (2000-2010), transformation of media education (2010-2020). A comparison of the history of the development of media education in the studied countries showed that their processes were somewhat similar. The changes in the essence of media education in the USA and Canada are similar, which is reflected in the name of the stages of their development. However, the order of stages and their duration are somewhat different. In the United States, first there were processes of formation of media education as a separate area of pedagogy, and then the processes of recognition and dissemination. In Canada, these processes took place in parallel. The Canadian media education system first gained recognition and spread both in the country and abroad, and later there was the formation of media education as a separate area of pedagogy. The dissertation also contains the results of the analysis of legislative and normative-legal support of media education development and the analysis of the activity of media educational service providers in the studied countries. The influence of philosophical and pedagogical theories and approaches on the development of media education in the USA and Canada is analyzed. The structure and content of educational media programs for different categories of the population are studied. The trends in the media education development in the United States and Canada are outlined. Among the common trends are the following: media education is implemented in two directions: as an integrated component in existing academic disciplines or as a separate discipline; the tasks facing media education are common for secondary and higher education; these goals and objectives are implemented in curricula through other disciplines; in particular: English, social sciences, art, healthcare, computer science, etc.; an alternative approach is not so widely implemented in the educational activities of school; the process of formation and development of digital and media competencies is more active at the level of K-12; in contrast to school, universities focus on the development of analytical skills, the formation of professionally relevant skills demanded by the labor market, as well as the development of social digital competence, digital citizenship. The development of media education in Ukraine is characterized and the prospects of using progressive and constructive ideas of the experience of the USA and Canada in this sphere are substantiated.
