The dissertation is devoted to the development and substantiation of an original methodology for forming students’ media literacy in the process of studying Ukrainian language and literature, based on the results of a pedagogical experiment.
The relevance of the research is determined by the challenges of contemporary Ukrainian education in the context of the New Ukrainian School reform, the rapid development of digital technologies, and the need to form a media-literate personality capable of critical thinking, emotional resilience, and responsible interaction with information, especially under the conditions of a hybrid war. The language and literature educational domain is considered a powerful platform for media literacy formation, as it integrates linguistic, cultural, worldview, and moral dimensions.
The first chapter substantiates the theoretical foundations of forming students’ media literacy and analyzes Ukrainian and foreign scholarly approaches to media education. Key concepts of media education (media literacy, media competence, media culture, media space, media tools, and technologies) are clarified, and terminological inconsistencies are identified. The notions of media literacy in the process of studying Ukrainian language and literature are specified. Four structural components of students’ media literacy (communication, awareness, expression, and exploitation) and corresponding media skills are defined. Psychological and pedagogical conditions for forming media literacy among students of grades 5–6 are characterized, taking into account age-related features of younger adolescents.
The second chapter presents and substantiates an original methodological system for forming media literacy in Ukrainian language and literature lessons in grades 5–6. The methodology is based on innovative principles and non-standard teaching approaches adapted to the requirements of the New Ukrainian School. It integrates general didactic, subject-specific, and media-educational principles, with special emphasis on the emotional and value-based component. A system of non-traditional lesson types and author-designed exercises is proposed, including ethical, emotional, philosophical, and aesthetic lessons (such as lesson-wisdom, lesson-compassion, lesson-conscience, lesson-inspiration, etc.). These lesson formats promote critical analysis of media texts, recognition of manipulation, development of moral and emotional competencies, creativity, and reflective thinking.
The third chapter presents the organization and results of a pedagogical experiment aimed at verifying the effectiveness of the proposed methodology. Three levels of media literacy formation (basic, intermediate, and advanced) were identified according to informational, activity-creative, and value-emotional criteria. The experimental results confirm a significant increase in students’ media literacy levels in the experimental group compared to the control group. The methodology positively influenced students’ learning motivation, communicative activity, creative expression, and the psychological climate in the classroom.
The study confirms the effectiveness and practical value of the proposed methodology and justifies its systematic implementation in Ukrainian language and literature teaching in grades 5–6. Prospects for further research include the application of the methodology in other educational fields, extracurricular activities, teacher training, public media education initiatives, and the digital information environment.
