1 March 12, 2026
1. Aarzoo, Ruhi Lal
Transforming Narrative in Advertising Media and AI-Storytelling for Global Digital Literacy
Media Education (Mediaobrazovanie). 2026. 22(1): 4-18.
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2. Farahat AliMedia Education (Mediaobrazovanie). 2026. 22(1): 4-18.
Abstract:
In a world where narratives influence perceptions and technology dictates learning, advertising media is advancing beyond mere persuasion into a revolutionary instrument for education. The use of AI-driven storytelling in media strategy is transforming the delivery, personalization, and retention of knowledge, providing a novel approach to enhance global digital literacy. This study explores how commercial media narratives and artificial intelligence can advance inclusive education and support SDG 4 by enhancing digital literacy, leveraging AI-driven storytelling, integrating effective pedagogical techniques, and promoting equitable access to digital competencies. The study examines the role of media narratives in literacy development, the importance of AI storytelling in reshaping educational practices, and the most effective methods for integrating both tools to achieve inclusive learning results. The research employs a case study technique to analyze worldwide campaigns and AI-driven media initiatives that integrate narrative with digital education. Research indicates that media narratives enhanced by AI personalisation significantly enhance engagement, democratise access, and promote inclusivity in digital skills. The research suggests that the integration of commercial media and AI storytelling provides a scalable framework to address digital disparities, promote significant learning experiences, and facilitate lifelong skill acquisition. It articulates a progressive vision in which media transforms from a marketing tool into a catalyst for egalitarian global education.
In a world where narratives influence perceptions and technology dictates learning, advertising media is advancing beyond mere persuasion into a revolutionary instrument for education. The use of AI-driven storytelling in media strategy is transforming the delivery, personalization, and retention of knowledge, providing a novel approach to enhance global digital literacy. This study explores how commercial media narratives and artificial intelligence can advance inclusive education and support SDG 4 by enhancing digital literacy, leveraging AI-driven storytelling, integrating effective pedagogical techniques, and promoting equitable access to digital competencies. The study examines the role of media narratives in literacy development, the importance of AI storytelling in reshaping educational practices, and the most effective methods for integrating both tools to achieve inclusive learning results. The research employs a case study technique to analyze worldwide campaigns and AI-driven media initiatives that integrate narrative with digital education. Research indicates that media narratives enhanced by AI personalisation significantly enhance engagement, democratise access, and promote inclusivity in digital skills. The research suggests that the integration of commercial media and AI storytelling provides a scalable framework to address digital disparities, promote significant learning experiences, and facilitate lifelong skill acquisition. It articulates a progressive vision in which media transforms from a marketing tool into a catalyst for egalitarian global education.
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The Knowledge Architecture of Media Literacy and Disinformation Research: A Bibliometric Mapping (2001–2025)
Media Education (Mediaobrazovanie). 2026. 22(1): 19-37.
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3. Dmitry Artemenko, Yulia AndreevaMedia Education (Mediaobrazovanie). 2026. 22(1): 19-37.
Abstract:
The rapid expansion of disinformation in contemporary digital media environments has positioned media literacy as a central scholarly and policy response. Despite a growing body of empirical and theoretical work, the structural evolution, intellectual foundations, and collaborative dynamics of media literacy and disinformation research remain insufficiently synthesized. This study presents a comprehensive bibliometric analysis of 1,097 peer-reviewed journal articles indexed in the Web of Science Core Collection between 2001 and 2025. Using performance analysis and science-mapping techniques implemented through Bibliometrix/Biblioshiny, the study examines publication growth, citation impact, thematic structures, intellectual lineages, and global collaboration patterns. The findings reveal a rapidly maturing and highly collaborative field, with pronounced thematic concentration around misinformation, media literacy interventions, social media, and infodemic research, alongside emerging attention to artificial intelligence and deepfakes. At the same time, the results highlight persistent regional and institutional asymmetries in knowledge production. By systematically mapping the knowledge structure of media literacy and disinformation research, this study advances conceptual clarity, identifies unresolved gaps, and provides an empirical foundation for future interdisciplinary, comparative, and policy-relevant research in the field.
The rapid expansion of disinformation in contemporary digital media environments has positioned media literacy as a central scholarly and policy response. Despite a growing body of empirical and theoretical work, the structural evolution, intellectual foundations, and collaborative dynamics of media literacy and disinformation research remain insufficiently synthesized. This study presents a comprehensive bibliometric analysis of 1,097 peer-reviewed journal articles indexed in the Web of Science Core Collection between 2001 and 2025. Using performance analysis and science-mapping techniques implemented through Bibliometrix/Biblioshiny, the study examines publication growth, citation impact, thematic structures, intellectual lineages, and global collaboration patterns. The findings reveal a rapidly maturing and highly collaborative field, with pronounced thematic concentration around misinformation, media literacy interventions, social media, and infodemic research, alongside emerging attention to artificial intelligence and deepfakes. At the same time, the results highlight persistent regional and institutional asymmetries in knowledge production. By systematically mapping the knowledge structure of media literacy and disinformation research, this study advances conceptual clarity, identifies unresolved gaps, and provides an empirical foundation for future interdisciplinary, comparative, and policy-relevant research in the field.
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Marketing of Media Education for Youth and Its Influence on Modern Trends
Media Education (Mediaobrazovanie). 2026. 22(1): 38-44.
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4. Sameera Bhoi, Rajesh KumarMedia Education (Mediaobrazovanie). 2026. 22(1): 38-44.
Abstract:
In an age of digital media dominance, modern media education is becoming a critical tool for preparing young people for life in the information society. Effectively communicating its values requires adapting to new generations' media consumption and communication practices. This research paper explores the integration of marketing strategies in the promotion of media education projects for youth audiences. The aim of this work is to analyze the influence of modern digital trends on the formation of marketing approaches in this field. The study focuses on the specificity of the youth audience, whose identity is closely related to the virtual environment, analyzes relevant marketing tools. The article justifies the thesis: successful promotion today requires using strategies that have proven effective in attracting young people. Such approaches include a focus on video content in short formats, personalization of communication. It must integrate a partnership with micro-influencers, actively use social networks as distribution channels, platforms for creating communities, implement artificial intelligence technologies to analyze data and create personalized trajectories. In conclusion, the author concludes: marketing media education should aim at creating an immersive and socially oriented experience. This approach allows for the simulation of a media literacy environment itself, involving young people in critical thinking and content production.
In an age of digital media dominance, modern media education is becoming a critical tool for preparing young people for life in the information society. Effectively communicating its values requires adapting to new generations' media consumption and communication practices. This research paper explores the integration of marketing strategies in the promotion of media education projects for youth audiences. The aim of this work is to analyze the influence of modern digital trends on the formation of marketing approaches in this field. The study focuses on the specificity of the youth audience, whose identity is closely related to the virtual environment, analyzes relevant marketing tools. The article justifies the thesis: successful promotion today requires using strategies that have proven effective in attracting young people. Such approaches include a focus on video content in short formats, personalization of communication. It must integrate a partnership with micro-influencers, actively use social networks as distribution channels, platforms for creating communities, implement artificial intelligence technologies to analyze data and create personalized trajectories. In conclusion, the author concludes: marketing media education should aim at creating an immersive and socially oriented experience. This approach allows for the simulation of a media literacy environment itself, involving young people in critical thinking and content production.
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Media Literacy in Practice: Assessing and Addressing Competency Gaps among M.A. Mass Communication Students
Media Education (Mediaobrazovanie). 2026. 22(1): 45-59.
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5. Alexey Demidov, Alexey Tishchenko, Galina TokarevaMedia Education (Mediaobrazovanie). 2026. 22(1): 45-59.
Abstract:
The study aims to assess the media literacy competency of M.A. Mass Communication students enrolled in six universities – three each from Odisha and Jharkhand (one Central, one State, and one Private university in each state). An in-person survey was conducted to collect data from 263 of the 280 enrolled students. To assess media literacy related competencies, the study used a structured questionnaire developed using the UNESCO Media and Information Literacy (MIL) framework. In order to improve clarity and prevent conceptual redundancy, the five competencies defined in the original framework were subsumed into three primary domains: Access (information navigation), Analyse and Evaluate (critical understanding), and Create and Act (content production and participation). SPSS statistical tools and Microsoft Excel were used to analyse the data. Findings of the study show a distinct trend in student performance: the strongest competency domain was Access (information navigation), followed by Create and Act (production and participation). On the other hand, the poorest area was Analyse and Evaluate (critical understanding), indicating significant weaknesses in Mass Communication students' critical skills. In order to improve media literacy education in these regions, the study highlights need for curriculum reforms, conducive policy interventions, faculty development programs fostering media literacy education.
The study aims to assess the media literacy competency of M.A. Mass Communication students enrolled in six universities – three each from Odisha and Jharkhand (one Central, one State, and one Private university in each state). An in-person survey was conducted to collect data from 263 of the 280 enrolled students. To assess media literacy related competencies, the study used a structured questionnaire developed using the UNESCO Media and Information Literacy (MIL) framework. In order to improve clarity and prevent conceptual redundancy, the five competencies defined in the original framework were subsumed into three primary domains: Access (information navigation), Analyse and Evaluate (critical understanding), and Create and Act (content production and participation). SPSS statistical tools and Microsoft Excel were used to analyse the data. Findings of the study show a distinct trend in student performance: the strongest competency domain was Access (information navigation), followed by Create and Act (production and participation). On the other hand, the poorest area was Analyse and Evaluate (critical understanding), indicating significant weaknesses in Mass Communication students' critical skills. In order to improve media literacy education in these regions, the study highlights need for curriculum reforms, conducive policy interventions, faculty development programs fostering media literacy education.
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Digitalization of the Preschool Education System in the Russian Federation and the Problems of Media Education Development
Media Education (Mediaobrazovanie). 2026. 22(1): 60-69.
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6. Insha Khalid HussainMedia Education (Mediaobrazovanie). 2026. 22(1): 60-69.
Abstract:
Advances in digital technology are rapidly transforming education. The primary instrument for implementing digitalization measures for general education in Russia until 2025 was the federal project "Digital Educational Environment" under the National Project "Education". The project aims to create and implement a digital educational environment in educational organizations and ensure the digital transformation of the education system. The project includes equipping organizations with modern equipment and developing digital services and content for educational activities. Over the past decade, there has been an annual increase in the availability of computer equipment for teachers and preschoolers in preschool educational organizations, with 66.2 % of computers having internet access. However, regional and territorial disparities persist in the availability of computers available for use by preschoolers, as well as in the proportion of computers connected to the Internet. Using statistical data, this article analyzes the availability of computer equipment in preschools, examines digitalization expenditures, and examines regulatory requirements for the use of electronic learning tools by preschool children. The level of adoption and application of digital technologies in early childhood education and upbringing is one of the indicators of a preschool's educational success and, in essence, an element of its modern image, as well as an opportunity to present and promote its achievements. Modern digital technologies, when used competently, take preschool education to a fundamentally new level of clarity, interactivity, and objectivity. The ability to utilize multimedia and interactive digital technologies in the educational process of preschool organizations, the ability to create one's own media texts, and the ability to apply them in professional activities are fundamental priorities of the new style of teaching, which presupposes an adequate level of media culture –media education. Thus, the implementation of digital technologies and the development of media education stemming from the existing model of media and information literacy are essentially two sides of the same process – digital transformation within a new coordinate system of informatization and media education in preschool education. At the same time, the prospects for educational development are linked to the further development of digital services and content for educational activities, as well as the implementation of modern technologies such as artificial intelligence, neural networks, and virtual and augmented reality, the effectiveness of which in preschool education is still unclear.
Advances in digital technology are rapidly transforming education. The primary instrument for implementing digitalization measures for general education in Russia until 2025 was the federal project "Digital Educational Environment" under the National Project "Education". The project aims to create and implement a digital educational environment in educational organizations and ensure the digital transformation of the education system. The project includes equipping organizations with modern equipment and developing digital services and content for educational activities. Over the past decade, there has been an annual increase in the availability of computer equipment for teachers and preschoolers in preschool educational organizations, with 66.2 % of computers having internet access. However, regional and territorial disparities persist in the availability of computers available for use by preschoolers, as well as in the proportion of computers connected to the Internet. Using statistical data, this article analyzes the availability of computer equipment in preschools, examines digitalization expenditures, and examines regulatory requirements for the use of electronic learning tools by preschool children. The level of adoption and application of digital technologies in early childhood education and upbringing is one of the indicators of a preschool's educational success and, in essence, an element of its modern image, as well as an opportunity to present and promote its achievements. Modern digital technologies, when used competently, take preschool education to a fundamentally new level of clarity, interactivity, and objectivity. The ability to utilize multimedia and interactive digital technologies in the educational process of preschool organizations, the ability to create one's own media texts, and the ability to apply them in professional activities are fundamental priorities of the new style of teaching, which presupposes an adequate level of media culture –media education. Thus, the implementation of digital technologies and the development of media education stemming from the existing model of media and information literacy are essentially two sides of the same process – digital transformation within a new coordinate system of informatization and media education in preschool education. At the same time, the prospects for educational development are linked to the further development of digital services and content for educational activities, as well as the implementation of modern technologies such as artificial intelligence, neural networks, and virtual and augmented reality, the effectiveness of which in preschool education is still unclear.
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Reframing Silence: A Feminist Critical Discourse Analysis of Gender, Power, and Media Literacy in Pakistani Television Drama Working Women (2023)
Media Education (Mediaobrazovanie). 2026. 22(1): 70-76.
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7. Samina Irshad, Farrukh Shahzad, Mohsin Hassan KhanMedia Education (Mediaobrazovanie). 2026. 22(1): 70-76.
Abstract:
This study examines the role of silence as a feminist discourse in the Pakistani Television drama Working Women (2023), analyzing its portrayal of women’s oppression, agency, and resistance within a patriarchal society. Using Norman Fairclough’s three-dimensional Critical Discourse Analysis (CDA), the research explores how linguistic and non-linguistic cues –particularly silence – reveal intersections of gender, power, and ideology. The drama’s dialogues and character portrayals are analyzed across textual, discursive, and social levels to demonstrate how silence operates as both a site of subjugation and a tool of empowerment. The analysis identifies eight core themes, including patriarchal oppression, workplace silence, and the normalization of women’s suffering. Findings reveal that silence is not merely the absence of speech but a socially constructed mechanism that reflects constrained agency and resistance. The study argues that this critical decoding of silence models a vital media literacy competency: the ability to deconstruct how media texts encode complex power dynamics. The study concludes that Working Women subverts traditional passive femininity, serving as a potent resource for feminist media literacy education, framing silence as a complex communicative act that exposes systemic inequality and equips audiences to critically reinterpret gendered discourse in Pakistani media.
This study examines the role of silence as a feminist discourse in the Pakistani Television drama Working Women (2023), analyzing its portrayal of women’s oppression, agency, and resistance within a patriarchal society. Using Norman Fairclough’s three-dimensional Critical Discourse Analysis (CDA), the research explores how linguistic and non-linguistic cues –particularly silence – reveal intersections of gender, power, and ideology. The drama’s dialogues and character portrayals are analyzed across textual, discursive, and social levels to demonstrate how silence operates as both a site of subjugation and a tool of empowerment. The analysis identifies eight core themes, including patriarchal oppression, workplace silence, and the normalization of women’s suffering. Findings reveal that silence is not merely the absence of speech but a socially constructed mechanism that reflects constrained agency and resistance. The study argues that this critical decoding of silence models a vital media literacy competency: the ability to deconstruct how media texts encode complex power dynamics. The study concludes that Working Women subverts traditional passive femininity, serving as a potent resource for feminist media literacy education, framing silence as a complex communicative act that exposes systemic inequality and equips audiences to critically reinterpret gendered discourse in Pakistani media.
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Analysis of Fact-Checking Practices among Pakistani Journalists
Media Education (Mediaobrazovanie). 2026. 22(1): 77-94.
Number of views: 9 Download in PDF
8. Svetlana Ivanova, Natalya Dokuchayeva, Svetlana TyurinaMedia Education (Mediaobrazovanie). 2026. 22(1): 77-94.
Abstract:
Fact-checking has emerged globally to combat misinformation and ensure accuracy of information. In Pakistan, it is very intricate due to politically polarized media landscape. This study explores the fact-checking practices of Pakistani journalists amid rampant spread of fake news. Using Qualitative research approach, the researchers conducted semi-structured interviews of 21 journalists (male/female) from mainstream media (electronic & print) and digital media news outlets selected through purposive sampling. The journalists were investigated about methodologies being employed and challenges being faced in fact-checking process. They were also inquired about the impact of fact-checking on quality of journalism and the influence of source’s perspective and context of story during fact-checking. Findings reveal that, despite recognizing fact-checking as a professional and ethical commitment, its effective implementation is hindered by organizational policies, external pressures, the absence of proper mechanisms, time constraints, limited professional development training, and the inaccessibility of authentic data and reliable sources. The research suggests that fact-checking is not just a technical or ethical tool in journalism but a democratic requirement in Pakistan. Hence, adopting this practice profusely will reinforce watchdog role of media, and also help to mitigate polarization in social and political spheres by making people more informed citizens.
Fact-checking has emerged globally to combat misinformation and ensure accuracy of information. In Pakistan, it is very intricate due to politically polarized media landscape. This study explores the fact-checking practices of Pakistani journalists amid rampant spread of fake news. Using Qualitative research approach, the researchers conducted semi-structured interviews of 21 journalists (male/female) from mainstream media (electronic & print) and digital media news outlets selected through purposive sampling. The journalists were investigated about methodologies being employed and challenges being faced in fact-checking process. They were also inquired about the impact of fact-checking on quality of journalism and the influence of source’s perspective and context of story during fact-checking. Findings reveal that, despite recognizing fact-checking as a professional and ethical commitment, its effective implementation is hindered by organizational policies, external pressures, the absence of proper mechanisms, time constraints, limited professional development training, and the inaccessibility of authentic data and reliable sources. The research suggests that fact-checking is not just a technical or ethical tool in journalism but a democratic requirement in Pakistan. Hence, adopting this practice profusely will reinforce watchdog role of media, and also help to mitigate polarization in social and political spheres by making people more informed citizens.
Number of views: 9 Download in PDF
Media Educational Potential of Open Practices in the Context of Digitalization Of the University Environment
Media Education (Mediaobrazovanie). 2026. 22(1): 95-102.
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9. Tatyana Kaminskaya, Olga NavolotskayaMedia Education (Mediaobrazovanie). 2026. 22(1): 95-102.
Abstract:
Digital transformation of higher education emphasizes the implementation of open educational resources and practices as a key mechanism to increase knowledge accessibility and develop flexible, personalized educational pathways. This article analyzes the media pedagogical potential of open educational practices in the context of the digitalization of the university environment. The article examines the integration of open educational resources and practices into the digital environment of a technical university using the example of the Karaganda Technical University named after Abylkas Saginov. The aim of the study is to determine the level of use of open educational resources and practices at the technical university, identify the motivational factors and barriers to their application, and determine the contribution of open educational resources to the development of students' media and digital competencies. The methodology includes an analysis of international regulatory documents and scientific publications, a study of the university's digital infrastructure, and a questionnaire. The results demonstrate high student and faculty engagement in using open educational resources, along with differences in their motivations. Key barriers to the systemic integration of open educational practices include insufficient digital training of teachers, time constraints, language difficulties, and the lack of comprehensive institutional support. Open practices have been found to promote critical thinking, digital autonomy, media literacy, the development of individual educational trajectories, and the expansion of international academic interactions. This study concludes that a unified university digital development strategy is needed, encompassing regulatory frameworks, infrastructure modernization, faculty development, and expanded international academic collaboration, for transition from fragmented use of open educational resources to a holistic open education model.
Digital transformation of higher education emphasizes the implementation of open educational resources and practices as a key mechanism to increase knowledge accessibility and develop flexible, personalized educational pathways. This article analyzes the media pedagogical potential of open educational practices in the context of the digitalization of the university environment. The article examines the integration of open educational resources and practices into the digital environment of a technical university using the example of the Karaganda Technical University named after Abylkas Saginov. The aim of the study is to determine the level of use of open educational resources and practices at the technical university, identify the motivational factors and barriers to their application, and determine the contribution of open educational resources to the development of students' media and digital competencies. The methodology includes an analysis of international regulatory documents and scientific publications, a study of the university's digital infrastructure, and a questionnaire. The results demonstrate high student and faculty engagement in using open educational resources, along with differences in their motivations. Key barriers to the systemic integration of open educational practices include insufficient digital training of teachers, time constraints, language difficulties, and the lack of comprehensive institutional support. Open practices have been found to promote critical thinking, digital autonomy, media literacy, the development of individual educational trajectories, and the expansion of international academic interactions. This study concludes that a unified university digital development strategy is needed, encompassing regulatory frameworks, infrastructure modernization, faculty development, and expanded international academic collaboration, for transition from fragmented use of open educational resources to a holistic open education model.
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Regional Youth Television Studio Within Schoolchildren's Media Literacy Education Trends
Media Education (Mediaobrazovanie). 2026. 22(1): 103-112.
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10. Ella Kulikova, Victor BarabashMedia Education (Mediaobrazovanie). 2026. 22(1): 103-112.
Abstract:
The authors analyze the two-year experience of the Regional Youth Television Studio at Novgorod Oblast Television (Veliky Novgorod), which has evolved from a children's TV program into a professional launchpad and initial media professionalization platform for aspiring young journalists – children and adolescents. Using participant observation, they traced the project's development, evaluated the studio concept, and assessed its thematic implementation on air. The Regional Youth Television Studio on the NT channel creates a practice-oriented educational environment to systematically foster schoolchildren's media literacy education trends and professional skills among children and youth. Its uniqueness stems from integrating youth-led programming into the live broadcast schedule, with schoolchildren as interviewers and hosts. The study examined schoolchildren's on-air work via telecontent on the channel's website, supplemented by interviews with channel executives and participating journalists. In the second phase, expert interviews with project-independent child psychologists and educators addressed benefits and risks of early media professionalization. Identified risks include blurring media-reality boundaries, violations of child hosts' personal boundaries, and the burden of popularity and public exposure. Ultimately, the studio demonstrates how regional television, amid digital communication conditions, integrates media literacy education, enabling self-expression, personal development, professional training, and creativity. It also cultivates regional identity via local cultural codes, aiding human capital retention in economically disadvantaged regions.
The authors analyze the two-year experience of the Regional Youth Television Studio at Novgorod Oblast Television (Veliky Novgorod), which has evolved from a children's TV program into a professional launchpad and initial media professionalization platform for aspiring young journalists – children and adolescents. Using participant observation, they traced the project's development, evaluated the studio concept, and assessed its thematic implementation on air. The Regional Youth Television Studio on the NT channel creates a practice-oriented educational environment to systematically foster schoolchildren's media literacy education trends and professional skills among children and youth. Its uniqueness stems from integrating youth-led programming into the live broadcast schedule, with schoolchildren as interviewers and hosts. The study examined schoolchildren's on-air work via telecontent on the channel's website, supplemented by interviews with channel executives and participating journalists. In the second phase, expert interviews with project-independent child psychologists and educators addressed benefits and risks of early media professionalization. Identified risks include blurring media-reality boundaries, violations of child hosts' personal boundaries, and the burden of popularity and public exposure. Ultimately, the studio demonstrates how regional television, amid digital communication conditions, integrates media literacy education, enabling self-expression, personal development, professional training, and creativity. It also cultivates regional identity via local cultural codes, aiding human capital retention in economically disadvantaged regions.
Number of views: 5 Download in PDF
Media Communicative Strategies and Axiological System in Interview Programs (based on the Interview in the Program Nadezhda Strelets)
Media Education (Mediaobrazovanie). 2026. 22(1): 113-120.
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11. Alexander Markov, Oksana ShtaynMedia Education (Mediaobrazovanie). 2026. 22(1): 113-120.
Abstract:
The article is devoted to the transformation of the interview genre in the “post-information” era, in new media technologies prevailing and so-called “surplus” (different information excess), in turn resulting in new communication problems. The article relevance is connected with the analysis of verbal and non-verbal actions aimed at achieving a communicative goal in drawing attention to the traditional axiological system in the interview genre. The purpose of the article is to identify the features of communication strategies in interviewing by professional interviewer. The article based on the method of analyzing the communicative strategies and tactics used by a professional interviewer from the point of view of logic and consistency, means of speech/language expression, identifying the advantages and disadvantages of the interview, as well as the description method, including a system of procedures for collecting, primary analysis and presentation of data and their characteristics. The article analyzes the interview in the program Nadezhda Strelets by journalist Nadezhda Strelets. The scientific novelty of the article is connected with the study of the influence of modern communication strategies used in media communication on the genre of interview, its transformation in the context of changing socio-cultural and media realities. The article presents an analysis and classification of the media communicative strategies used in interview program, the influence of the axiological system broadcasted in interview programs on social stereotypes. The study of axiological parameters in the interview genre is extremely important in teaching media education and spreading media literacy. Only by relying on these important components it is possible to harmonize media communication, as well as exclude all the conflict communication manifestations from media space.
The article is devoted to the transformation of the interview genre in the “post-information” era, in new media technologies prevailing and so-called “surplus” (different information excess), in turn resulting in new communication problems. The article relevance is connected with the analysis of verbal and non-verbal actions aimed at achieving a communicative goal in drawing attention to the traditional axiological system in the interview genre. The purpose of the article is to identify the features of communication strategies in interviewing by professional interviewer. The article based on the method of analyzing the communicative strategies and tactics used by a professional interviewer from the point of view of logic and consistency, means of speech/language expression, identifying the advantages and disadvantages of the interview, as well as the description method, including a system of procedures for collecting, primary analysis and presentation of data and their characteristics. The article analyzes the interview in the program Nadezhda Strelets by journalist Nadezhda Strelets. The scientific novelty of the article is connected with the study of the influence of modern communication strategies used in media communication on the genre of interview, its transformation in the context of changing socio-cultural and media realities. The article presents an analysis and classification of the media communicative strategies used in interview program, the influence of the axiological system broadcasted in interview programs on social stereotypes. The study of axiological parameters in the interview genre is extremely important in teaching media education and spreading media literacy. Only by relying on these important components it is possible to harmonize media communication, as well as exclude all the conflict communication manifestations from media space.
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Toward A Second-Order Media Literacy: Conceptual Untranslatables and the Historical Semantics of the Digital
Media Education (Mediaobrazovanie). 2026. 22(1): 121-130.
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12. Galina MikhalevaMedia Education (Mediaobrazovanie). 2026. 22(1): 121-130.
Abstract:
The contemporary crisis of media literacy education is not merely pedagogical but conceptual. As digital environments dissolve traditional boundaries between human and machine, original and copy, private and public, the foundational lexicon of media studies – terms like “agency,” “body,” “truth,” “participation” – enters a state of radical instability. This article proposes a paradigm shift from a first-order literacy, focused on skills for navigating a given media landscape, to a second-order literacy, focused on the historical and philosophical contestation of the very concepts that constitute that landscape. Drawing upon Barbara Cassin’s notion of the “untranslatable” as a productive philosophical difference, Quentin Skinner’s speech-act theory of conceptual use, and Reinhart Koselleck’s history of concepts (Begriffsgeschichte), we construct a framework for analyzing what we term “media untranslatables”: key notions whose semantic fissures reveal the ideological and ontological tensions of digital culture. Through an extended examination of three such pivotal untranslatables – the Mask, the Doll/Avatar, and the Transhumanist Project – we demonstrate how they operate as sites where meanings of self, embodiment, and futurity are negotiated. The article culminates in a detailed exposition of the principles and practices of second-order media literacy, arguing that its ultimate aim is to cultivate not merely critical users but reflexive conceptual cartographers.
The contemporary crisis of media literacy education is not merely pedagogical but conceptual. As digital environments dissolve traditional boundaries between human and machine, original and copy, private and public, the foundational lexicon of media studies – terms like “agency,” “body,” “truth,” “participation” – enters a state of radical instability. This article proposes a paradigm shift from a first-order literacy, focused on skills for navigating a given media landscape, to a second-order literacy, focused on the historical and philosophical contestation of the very concepts that constitute that landscape. Drawing upon Barbara Cassin’s notion of the “untranslatable” as a productive philosophical difference, Quentin Skinner’s speech-act theory of conceptual use, and Reinhart Koselleck’s history of concepts (Begriffsgeschichte), we construct a framework for analyzing what we term “media untranslatables”: key notions whose semantic fissures reveal the ideological and ontological tensions of digital culture. Through an extended examination of three such pivotal untranslatables – the Mask, the Doll/Avatar, and the Transhumanist Project – we demonstrate how they operate as sites where meanings of self, embodiment, and futurity are negotiated. The article culminates in a detailed exposition of the principles and practices of second-order media literacy, arguing that its ultimate aim is to cultivate not merely critical users but reflexive conceptual cartographers.
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Contemporary Russian Media Education: Advances and Challenges
Media Education (Mediaobrazovanie). 2026. 22(1): 131-137.
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13. Van Thieu NguyenMedia Education (Mediaobrazovanie). 2026. 22(1): 131-137.
Abstract:
The article examines contemporary Russian media education as a dynamic field of science shaped by rapid digitalization, expanding media influence, and evolving socio-cultural conditions. Drawing on a comprehensive analysis of academic literature from the past twenty-five years, the study explores theoretical foundations, institutional practices, and current trends in Russian media pedagogy within both national and global contexts. Particular attention is paid to cultural, semiotic, critical, and value-oriented approaches that conceptualize media education as a means of developing people’s media literacy, critical thinking, creative competencies, and civic engagement. The paper highlights key models and formats of media education in Russia, including integrated, project-based, extracurricular, inclusive, and lifelong learning approaches, as well as the convergence of pedagogical and journalistic paradigms. At the institutional level, media education is embedded in university curricula and research centers, combining media analysis with practical media production. At the same time, the study identifies persistent challenges of present-day media education, such as uneven regional implementation, insufficient school-level integration, technological and infrastructural constraints, methodological imbalances between theory and practice, and limited international cooperation. The findings suggest that while Russian media education demonstrates strong theoretical traditions and growing social relevance, its future development depends on systemic reforms, enhanced digital resources, methodological modernization, and renewed global academic engagement.
The article examines contemporary Russian media education as a dynamic field of science shaped by rapid digitalization, expanding media influence, and evolving socio-cultural conditions. Drawing on a comprehensive analysis of academic literature from the past twenty-five years, the study explores theoretical foundations, institutional practices, and current trends in Russian media pedagogy within both national and global contexts. Particular attention is paid to cultural, semiotic, critical, and value-oriented approaches that conceptualize media education as a means of developing people’s media literacy, critical thinking, creative competencies, and civic engagement. The paper highlights key models and formats of media education in Russia, including integrated, project-based, extracurricular, inclusive, and lifelong learning approaches, as well as the convergence of pedagogical and journalistic paradigms. At the institutional level, media education is embedded in university curricula and research centers, combining media analysis with practical media production. At the same time, the study identifies persistent challenges of present-day media education, such as uneven regional implementation, insufficient school-level integration, technological and infrastructural constraints, methodological imbalances between theory and practice, and limited international cooperation. The findings suggest that while Russian media education demonstrates strong theoretical traditions and growing social relevance, its future development depends on systemic reforms, enhanced digital resources, methodological modernization, and renewed global academic engagement.
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Fake News Management Policy in Russia: Lessons for Vietnam in Intergating State Governance, Platform Responsibility and Media Literacy
Media Education (Mediaobrazovanie). 2026. 22(1): 138-149.
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14. Shahid Rafiq, Ayesha Afzal, Uzma NiazMedia Education (Mediaobrazovanie). 2026. 22(1): 138-149.
Abstract:
The article compares the policies for managing “fake news” in the Russian Federation and Vietnam in the context of the digital age. It aims to analyze the legal frameworks, enforcement mechanisms, and policy effectiveness of both countries, thereby drawing relevant lessons for Vietnam. The study employs a document-synthesis and policy-comparison method: the author reviews key legal documents (Russia: Law 31-FZ and subsequent amendments; Vietnam: Decree 15/2020 and Decree 147/2024), reports from international organizations, and academic literature on misinformation and disinformation. It also draws on other studies and case analyses related to the COVID-19 pandemic and recent information crises to illustrate how regulatory tools were applied in practice. The findings reveal that both Russia and Vietnam rely primarily on state-led instruments to address fake news, but with varying intensities. Russia prioritizes criminal sanctions, rapid content removal, and strong intervention by Roskomnadzor, while Vietnam combines administrative penalties with platform governance requirements, data-handling obligations, and cross-platform coordination, resulting in distinct implications for press freedom. The paper concludes with policy recommendations aimed at balancing the mitigation of fake news with the protection of freedom of expression, emphasizing that regulatory approaches must be complemented by media literacy education to ensure long-term societal resilience.
The article compares the policies for managing “fake news” in the Russian Federation and Vietnam in the context of the digital age. It aims to analyze the legal frameworks, enforcement mechanisms, and policy effectiveness of both countries, thereby drawing relevant lessons for Vietnam. The study employs a document-synthesis and policy-comparison method: the author reviews key legal documents (Russia: Law 31-FZ and subsequent amendments; Vietnam: Decree 15/2020 and Decree 147/2024), reports from international organizations, and academic literature on misinformation and disinformation. It also draws on other studies and case analyses related to the COVID-19 pandemic and recent information crises to illustrate how regulatory tools were applied in practice. The findings reveal that both Russia and Vietnam rely primarily on state-led instruments to address fake news, but with varying intensities. Russia prioritizes criminal sanctions, rapid content removal, and strong intervention by Roskomnadzor, while Vietnam combines administrative penalties with platform governance requirements, data-handling obligations, and cross-platform coordination, resulting in distinct implications for press freedom. The paper concludes with policy recommendations aimed at balancing the mitigation of fake news with the protection of freedom of expression, emphasizing that regulatory approaches must be complemented by media literacy education to ensure long-term societal resilience.
Number of views: 6 Download in PDF
Media Education and Critical Thinking Skills: A Bibliometric Mapping of Research Development (1996–2025)
Media Education (Mediaobrazovanie). 2026. 22(1): 150-165.
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15. Dias Putri Salsabila, Frans Sayogie, Muhammad Farkhan, Fitriatul UzmaMedia Education (Mediaobrazovanie). 2026. 22(1): 150-165.
Abstract:
This study presents a comprehensive bibliometric analysis of global research at the intersection of media education and critical thinking from 1996 to 2025, utilizing a curated dataset of 2,376 peer-reviewed articles extracted from the Web of Science Core Collection. Following systematic filtering by document type (articles), language (English), and disciplinary relevance (education, media and communication, and social sciences), the analysis was conducted using the Bibliometrix R package and the Biblioshiny interface. Key indicators, including annual scientific production, citation trends, author productivity, source dynamics, institutional output, and international collaboration, reveal a steady increase in research activity, with a significant acceleration after 2015 and peaking in 2025. Conceptual structure mapping identified dominant themes including media literacy, digital literacy, misinformation, and critical thinking among youth, with keywords such as fake news, social media, and education emerging as high-frequency terms. Thematic evolution and coupling analysis showed a shift from foundational media literacy to more critical, digitally embedded pedagogical models. Despite the field’s growth, key gaps remain, particularly the underrepresentation of Global South regions, the limited number of intervention-based empirical studies, and a lack of integration between cognitive and pedagogical frameworks. Collaboration networks reveal a concentration of output among a few academic institutions and authors, primarily in the United States, Western Europe, and Australia. This study presents a comprehensive synthesis of the field’s development over three decades, offering actionable insights for researchers, policymakers, and educators seeking to align their future work with evolving global and technological contexts.
This study presents a comprehensive bibliometric analysis of global research at the intersection of media education and critical thinking from 1996 to 2025, utilizing a curated dataset of 2,376 peer-reviewed articles extracted from the Web of Science Core Collection. Following systematic filtering by document type (articles), language (English), and disciplinary relevance (education, media and communication, and social sciences), the analysis was conducted using the Bibliometrix R package and the Biblioshiny interface. Key indicators, including annual scientific production, citation trends, author productivity, source dynamics, institutional output, and international collaboration, reveal a steady increase in research activity, with a significant acceleration after 2015 and peaking in 2025. Conceptual structure mapping identified dominant themes including media literacy, digital literacy, misinformation, and critical thinking among youth, with keywords such as fake news, social media, and education emerging as high-frequency terms. Thematic evolution and coupling analysis showed a shift from foundational media literacy to more critical, digitally embedded pedagogical models. Despite the field’s growth, key gaps remain, particularly the underrepresentation of Global South regions, the limited number of intervention-based empirical studies, and a lack of integration between cognitive and pedagogical frameworks. Collaboration networks reveal a concentration of output among a few academic institutions and authors, primarily in the United States, Western Europe, and Australia. This study presents a comprehensive synthesis of the field’s development over three decades, offering actionable insights for researchers, policymakers, and educators seeking to align their future work with evolving global and technological contexts.
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YouTube as Media in Constructing Behavioral Change in Children
Media Education (Mediaobrazovanie). 2026. 22(1): 166-173.
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16. Tanmay Samanta, Ramesh Kumar RawatMedia Education (Mediaobrazovanie). 2026. 22(1): 166-173.
Abstract:
YouTube has emerged as a dominant global platform for digital storytelling, offering unprecedented opportunities for creators to project their identities to a massive visual audience. This study investigates the psychological and behavioral evolution of child influencers, specifically focusing on the longitudinal changes observed in Ryan Kaji of the YouTube channel "Ryan's World." Using a behaviorist theoretical framework, the study applies the Stimulus-Organism-Response (S-O-R) model to analyze how the digital environment acts as a catalyst for behavioral modification in young influencers. This investigation explores the various factors that contributed to the channel's exponential growth and subsequent developmental shifts in its subjects. The findings indicate that as a child YouTuber, Ryan Kaji experienced a significant character transformation shaped by intense environmental stimuli, including brand expectations, audience feedback, and the repetitive nature of content production. Furthermore, the study concludes that while YouTube serves as a broad educational and entertainment medium, the platform also facilitates complex dynamics between parental involvement and child labor. This research highlights concerns about parental exploitation, where the constant push for content production serves as a primary driver of behavioral change. This study also indicates that the intersection of commercial interests and digital exposure creates a unique behavioral paradigm that requires further ethical scrutiny.
YouTube has emerged as a dominant global platform for digital storytelling, offering unprecedented opportunities for creators to project their identities to a massive visual audience. This study investigates the psychological and behavioral evolution of child influencers, specifically focusing on the longitudinal changes observed in Ryan Kaji of the YouTube channel "Ryan's World." Using a behaviorist theoretical framework, the study applies the Stimulus-Organism-Response (S-O-R) model to analyze how the digital environment acts as a catalyst for behavioral modification in young influencers. This investigation explores the various factors that contributed to the channel's exponential growth and subsequent developmental shifts in its subjects. The findings indicate that as a child YouTuber, Ryan Kaji experienced a significant character transformation shaped by intense environmental stimuli, including brand expectations, audience feedback, and the repetitive nature of content production. Furthermore, the study concludes that while YouTube serves as a broad educational and entertainment medium, the platform also facilitates complex dynamics between parental involvement and child labor. This research highlights concerns about parental exploitation, where the constant push for content production serves as a primary driver of behavioral change. This study also indicates that the intersection of commercial interests and digital exposure creates a unique behavioral paradigm that requires further ethical scrutiny.
Number of views: 4 Download in PDF
Costume, Culture, and Contrast: Significance of Black & White in Sanjay Leela Bhansali’s Color Films
Media Education (Mediaobrazovanie). 2026. 22(1): 174-185.
Number of views: 7 Download in PDF
17. Kajal Sharma, Zakia Tasmin RahmanMedia Education (Mediaobrazovanie). 2026. 22(1): 174-185.
Abstract:
This paper explores the symbolic significance of black and white in the films of Sanjay Leela Bhansali, with a specific focus on Devdas, Black, and Gangubai Kathiawadi. The study aims to examine how black and white operate as symbolic codes, shape character identity, and communicate psychological and emotional meanings through cinematic aesthetics. The study applies a qualitative analytical method, combining visual content analysis and cinematic semiotics, to investigate how these two colors function as cultural texts and narrative devices. Drawing on theories of color symbolism and semiotics, the research treats black and white as signs that carry shifting meanings, depending on the context, costume, and character. The findings reveal that Bhansali consistently uses black and white to shape character identity, cultural representation, and emotional resonance. White, a color traditionally tied to purity, widowhood, and restraint in Indian culture, is redefined as a marker of resilience, authority, and empowerment, especially in Gangubai Kathiawadi. Black, frequently associated with stigma and despair, is used in Black to express inner struggle, silence, and the contrast between ignorance and enlightenment. In Devdas, the interplay of black and white reflects class conflict, sacrifice, and tragic decline. This challenging of traditional codes compels the audience to engage in critical media literacy, deconstructing visual signs to understand shifting cultural and emotional narratives.
This paper explores the symbolic significance of black and white in the films of Sanjay Leela Bhansali, with a specific focus on Devdas, Black, and Gangubai Kathiawadi. The study aims to examine how black and white operate as symbolic codes, shape character identity, and communicate psychological and emotional meanings through cinematic aesthetics. The study applies a qualitative analytical method, combining visual content analysis and cinematic semiotics, to investigate how these two colors function as cultural texts and narrative devices. Drawing on theories of color symbolism and semiotics, the research treats black and white as signs that carry shifting meanings, depending on the context, costume, and character. The findings reveal that Bhansali consistently uses black and white to shape character identity, cultural representation, and emotional resonance. White, a color traditionally tied to purity, widowhood, and restraint in Indian culture, is redefined as a marker of resilience, authority, and empowerment, especially in Gangubai Kathiawadi. Black, frequently associated with stigma and despair, is used in Black to express inner struggle, silence, and the contrast between ignorance and enlightenment. In Devdas, the interplay of black and white reflects class conflict, sacrifice, and tragic decline. This challenging of traditional codes compels the audience to engage in critical media literacy, deconstructing visual signs to understand shifting cultural and emotional narratives.
Number of views: 7 Download in PDF
Media Literacy as a Tool for Social Change: Examining the Influence of Social Media on Youth Perspective
Media Education (Mediaobrazovanie). 2026. 22(1): 186-194.
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18. Marina TselykhMedia Education (Mediaobrazovanie). 2026. 22(1): 186-194.
Abstract:
Social media has been evolved into a powerful tool that mitigates and addresses variety of social causes in today's digital era. People are re-defining communication due to new developments in the media platforms. The study investigates the possible use of social media in solving social problems in our society. The aim of the study is to establish how social changes, mobilizing communities, and awareness creation can be done through the use of social media sites. The paper analyzes the influence of social media on the role of education in our society and how there is propagation of information and enhancement of the awareness and understanding of the people regarding the causes that are important. The paper examines the various forms of social capital in its positive association in both mobilization and community organization whereby it is capable of establishing and constructing online communities that generate action among people. The study uncovers the impact of social media in policy and legislative change as an analysis of how online activism has the potential to build and rebuild political agendas. It also recognizes the weaknesses and traps of social media as a tool of social change including misinformation, creation of echo chambers, filter bubble, and the digital divide. Lastly, research explores the theoretical concepts that govern the role of social media sites in social change, such as network theory and social capital theory, in order to achieve a clear insight into its dynamics. The research has cone on the basis of primary and secondary data both. Primary data would be gathered through survey questionnaire that will consist of both close and open ended questions. Secondary data has been collected by government reports and records, Newspapers and magazines, websites and previous researches. The nature of the research is quantitative and qualitative both. The nature of the study is descriptive and quantitative; the respondents' sample size was 100. The study ends with recommendations for ensuring maximum effectiveness of social media for advocacy purposes, stressing digital literacy, participatory inclusivity, and also measures to address disinformation.
Social media has been evolved into a powerful tool that mitigates and addresses variety of social causes in today's digital era. People are re-defining communication due to new developments in the media platforms. The study investigates the possible use of social media in solving social problems in our society. The aim of the study is to establish how social changes, mobilizing communities, and awareness creation can be done through the use of social media sites. The paper analyzes the influence of social media on the role of education in our society and how there is propagation of information and enhancement of the awareness and understanding of the people regarding the causes that are important. The paper examines the various forms of social capital in its positive association in both mobilization and community organization whereby it is capable of establishing and constructing online communities that generate action among people. The study uncovers the impact of social media in policy and legislative change as an analysis of how online activism has the potential to build and rebuild political agendas. It also recognizes the weaknesses and traps of social media as a tool of social change including misinformation, creation of echo chambers, filter bubble, and the digital divide. Lastly, research explores the theoretical concepts that govern the role of social media sites in social change, such as network theory and social capital theory, in order to achieve a clear insight into its dynamics. The research has cone on the basis of primary and secondary data both. Primary data would be gathered through survey questionnaire that will consist of both close and open ended questions. Secondary data has been collected by government reports and records, Newspapers and magazines, websites and previous researches. The nature of the research is quantitative and qualitative both. The nature of the study is descriptive and quantitative; the respondents' sample size was 100. The study ends with recommendations for ensuring maximum effectiveness of social media for advocacy purposes, stressing digital literacy, participatory inclusivity, and also measures to address disinformation.
Number of views: 6 Download in PDF
Developing Media Competence of Future Teachers in a University Pedagogy Course
Media Education (Mediaobrazovanie). 2026. 22(1): 195-200.
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19. Media Education (Mediaobrazovanie). 2026. 22(1): 195-200.
Abstract:
This article examines the development of media competence in future teachers within the context of a university Pedagogy Course. The study addresses the systemic challenge facing higher pedagogical education in the digital age: the need to transition from a knowledge-oriented model to a competency-oriented approach that integrates media literacy as an essential professional characteristic. The research analyzes the theoretical foundations of media competence, tracing its evolution from the concept of "media literacy" to the more comprehensive "media competence" paradigm, which encompasses motivational, cognitive, value-semantic, activity-based, and communicative components. Drawing on the Federal State Educational Standards, the study identifies the normative requirements that establish media competence as a link between regulatory expectations and educational outcomes. The methodology involves a theoretical analysis of existing scientific approaches and a practical examination of the Pedagogy Course curriculum at Rostov State University of Economics. The results demonstrate that the Pedagogy Course provides an integrative foundation for developing media competence. The article presents specific pedagogical methods and assignments – including media text analysis, project-based learning, case studies, and role-playing games – that embed media education into professional training. A detailed table illustrates how each section of the Pedagogy Course integrates media competence components through practical activities such as teacher image analysis, examination of historical teaching tools as media artifacts, didactic analysis of digital learning environments, creation of subject-specific media content, and observation of technology use during school placements. The study concludes that the Pedagogy Course possesses unique integrative potential, enabling the development of media competence in direct connection with general pedagogical competencies, thereby preparing future teachers to solve real-world educational challenges in digital environments while meeting professional standards.
This article examines the development of media competence in future teachers within the context of a university Pedagogy Course. The study addresses the systemic challenge facing higher pedagogical education in the digital age: the need to transition from a knowledge-oriented model to a competency-oriented approach that integrates media literacy as an essential professional characteristic. The research analyzes the theoretical foundations of media competence, tracing its evolution from the concept of "media literacy" to the more comprehensive "media competence" paradigm, which encompasses motivational, cognitive, value-semantic, activity-based, and communicative components. Drawing on the Federal State Educational Standards, the study identifies the normative requirements that establish media competence as a link between regulatory expectations and educational outcomes. The methodology involves a theoretical analysis of existing scientific approaches and a practical examination of the Pedagogy Course curriculum at Rostov State University of Economics. The results demonstrate that the Pedagogy Course provides an integrative foundation for developing media competence. The article presents specific pedagogical methods and assignments – including media text analysis, project-based learning, case studies, and role-playing games – that embed media education into professional training. A detailed table illustrates how each section of the Pedagogy Course integrates media competence components through practical activities such as teacher image analysis, examination of historical teaching tools as media artifacts, didactic analysis of digital learning environments, creation of subject-specific media content, and observation of technology use during school placements. The study concludes that the Pedagogy Course possesses unique integrative potential, enabling the development of media competence in direct connection with general pedagogical competencies, thereby preparing future teachers to solve real-world educational challenges in digital environments while meeting professional standards.
Number of views: 4 Download in PDF