Keyword: «media behavior»

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.