Denis А. Dubover

The article addresses the pressing issue of leveraging the potential of full-day education to develop learners’ media literacy and to foster a culture of conscious media consumption in the context of constant access to digital devices. Intensified interaction of university students and schoolchildren with digital media throughout the day increases the risks of uncontrolled content consumption, media addiction, ubiquitous multitasking, and rivalry between educational materials and entertainment media streams. This makes the creation of a safe digital environment and the development of critical thinking priority pedagogical challenges. The study aims to examine the pedagogical potential of the full-day model for preventing destructive patterns of media behavior and to test educational technologies that support a shift from spontaneous content consumption to conscious auditing, goal setting, and planning of media development. The research is grounded in the theory of media behavior as meaning-making, the digital didactics model, and the concept of a polymodal developmental environment. The empirical study included a survey of 200 first-year students using an author-designed instrument (five blocks: social networks, video games, video/streams, multitasking, and usage characteristics), as well as the implementation of reflective media-consumption maps over one semester within the “Media Literacy” course, followed by data analysis and qualitative analysis of self-reports. The results reveal stable problematic patterns of media behavior: high engagement with social networks accompanied by overuse beyond planned time, a tendency toward procrastination while watching video content, constant gadget-based multitasking, and turning to media for compensatory purposes. A key outcome is the confirmed effectiveness of reflective media-consumption maps as a pedagogical support tool: most participants demonstrated a shift toward conscious selection and filtering of content, aligning media practices with educational and personal goals, and improving attention quality. At the same time, limitations of the method were identified (difficulty of comprehensive content logging, irregular completion, and fatigue from self-monitoring). The theoretical contribution lies in refining the understanding of media behavior as a meaning-making practice amenable to pedagogical influence in a specially organized full-day environment; the practical contribution is the development and testing of reflective media-mapping tools.

The article discusses the urgent problem of media students’ social and personal competences development within the framework of higher education, the role and place of project work in this process. The transformation of the media industry, the generational characteristics of modern students, the requirements for students' competences formulated in the FSES stimulate the search for the most effective methods for developing students' competence types, bringing to the fore not only professional, but also social and personal competences. The authors set the goal to determine the role and place of project activity in the formation of media students’ competences, to identify whether this type of educational activity can be an effective tool for the development of students' competences. Wide-ranging empirical material has been collected - expert interviews have been conducted with university professors working in media training areas (Lomonosov Moscow State University, HSE, Moscow State Pedagogical University, DSTU). In-depth interviews with students of these educational programs revealed their attitude to project work and drew attention to what personal and social competencies were developing in the process. The key attention in the article is paid to what specific competences, according to teachers’ and students' feelings, develop the work on projects. There are social competences among them such as flexible leadership, teamwork, delegation, sociability, empathy, joint creativity, and personal competences such as adaptability, responsibility, stress tolerance, control of emotions and relationships, openness and authenticity, self-development and introspection, self-organization, auto sympathy. In addition, the importance of project work as the most relevant today for the set of training methods for future media professionals is emphasized. The review of the scientific literature in the field of research, the author's definitions of the terms "social competence" and "personal competence" are of theoretical significance. An attempt is made to study and comprehend the role of project activities in media education not only as a way of acquiring knowledge, skills, but also as a combination of methods for the development of students' social and personal competences. In-depth interviews reveal the attitude of media students to project work, show the transformation of their personal and social competences, as well as the activation of self-cognition processes while working on educational projects. Perhaps for the first time an attempt has been made to comprehensively assess the advantages and disadvantages of project work in media education by the developers, teachers and managers of educational programs in the media field.

The development of full-time schools in the Federal Republic of Germany is associated with a qualitative restructuring of the general education system. So, in 2002, a boom in the development of full-time education began, which manifested itself in the mass restructuring of schoolchildren training organization principles. Hamburg became the pioneering land in the development of full-day schools, where in the mid-2000s, all secondary schools (including district schools and gymnasiums) became full-time schools. One of the key principles in the functioning of full-time schools is project work, which provides flexible educational trajectories and the rejection of traditional homework. In recent years, there has been a steady trend in the development of media and information education, which is associated with the formation of media competences, which in turn ensure the achievement of meta-subject results, such as soft- and self-competences. The article discusses key positions in the field of modern study of full-time schools in both German and Russian scientific discourses. The current legislation in the field of media and digital literacy is analyzed. Also, an important focus is the critical understanding of the practice of implementing the full-time education model through the prism of perception of students, as well as teachers and heads of educational organizations. The aim of the article is to analyze the positive experience of full-time schools in Hamburg as the land, where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular the media educational activities of schoolchildren. The key result of the article is the described mechanics of organizing project work in full-time schools in Germany, the peculiarities of implementing media educational projects, and directions for disseminating this experience on domestic soil. In particular, these methods can also be applied in the higher education sector as a part of student project activities development in the framework of media education both specialized and integrated into other areas. The theoretical significance is represented by a review of the scientific literature on the research topic, and proposal of the author’s definition of the term “full-time school”; practical significance is represented by the empirical material analyzed in the study, which gives an idea of the practice of implementing media educational projects in various full-time schools in Germany.

The article is devoted to the actual problem of the project technologies implementation in the field of media education. In the conditions of the information society, the importance of information increases at an uncontrolled rate, which poses new challenges for the educational environment, especially in educational institutions. Teaching media information literacy, on the one hand, and professional media information education, on the other, are key areas in the process of educating schoolchildren and students who are ready to live in conditions of dynamically changing processes. The purpose of the article is to analyze the successful experience of implementing project work in the field of media education in the Federal Republic of Germany under the conditions of a full-day training system to analyze the possibilities of its implementation after adaptation on the basis of national pedagogy. The leading method of empirical research was observation and included observation in the framework of internships in the Federal Republic of Germany with the aim of analyzing the system of project-based training in full-time schools of various Federated Lands. The key attention is paid to the study of Hamburg’s full-time schools as a land where this form is the only one. In addition, the article pays considerable attention to the organization of project activities, in particular the media education activities of schoolchildren. The key result of the article is the described mechanics of project work organization in full-time schools in Germany, features of the media education projects implementation, directions for dissemination on domestic ground. In particular, these methods can also be applied in the higher education sector as a part of student project activities development in the framework of specialized media education, as well as integrated into other areas of media education. The review of scientific literature in the areas of research, the proposal of the author’s definition of the term “full-time school” have theoretical significance; practical significance is made up of empirical material, analyzed in the study, that gives an idea of the practice of implementing media education projects in various full-time schools of Germany.