Keyword: «media competence»

Media education in the 21st century is not only a modernization marker, but also an objective requirement of modern life. The strategic focus of government policy on digitalization in all spheres of education is reflected both in the main provisions of government programs ("Education Development" up to 2030) and in the work functions of a teacher, as stipulated by the requirements of a professional standard. The study determined that the result of media educational activities is the development of media competence in student teachers. The aim of the article is to theoretically and methodologically analyze and empirically verify the levels of formation of the main structural components of media competence among students majoring in the training area 44.03.01 "Pedagogical Education". The aim of the article was achieved through following the methodological provisions of the systemic, acmeological and competence approaches. The article presents a retrospective analysis of the interpretation of the "teachers’ media competence" concept in the works of both domestic and foreign researchers. The component structure of student teachers’ media competence is substantiated with an emphasis on its motivational, cognitive and operational-creative components. The article presents the results of an empirical study conducted with the 2nd–4th year students majoring in the area of training 44.03.01 “Pedagogical Education” at Yevpatoriya Institute of Social Sciences – branch of Crimean Federal University named after V.I. Vernadsky to identify the levels of media competence components’ development. The theoretical significance of the study lies in the detailed analysis of the terminological essence of the definition “media competence of student teachers”, its component structure, and the justification of its targeted development in student teachers in the process of their professional training. The practical significance of the study is reflected in the results of the empirical study and the proposed diagnostic tools for determining the levels of development of the media competence components in student teachers (motivational, cognitive, operational-creative) identified in the study, which can serve as a further basis for constructing a system of activities for the targeted development of media competence in student teachers in the context of professional training.

The need to update approaches to the professional training of media communications specialists is driven by the media industry's high demand for competitive professionals capable of promptly responding to transformations in the media environment and new demands of digital society. The traditional faculty-based model, which ignores the specifics of the socio-political mandate for the profession, appears ineffective. Special requirements are also placed on organizing the university's educational space, which should organically complement the process of developing the competences prescribed by the Federal State Educational Standards for Higher Education (FSES HE). At the same time, maintaining a balance between theory and practice is crucial, as an excessive shift towards developing practical skills and an enthusiasm for the possibilities of artificial intelligence can reduce students' levels of humanitarian competence and critical thinking. The aim of the article is to substantiate a model of the didactic concept for training in the field 42.03.05 "Media Communications" in higher studies. A systems approach was applied in designing the model, linking all its elements. According to E.A. Solodova's modeling concept, the proposed model is analog one, its essential characteristic being the modeling of the professional training process. The scientific novelty of the proposed model lies in ensuring methodological and procedural alignment between the regulatory requirements of the state, society, and the educational system, current teaching technologies, and individualized student learning trajectories. The model is based on a set of proven effective approaches in training media communicators: systems activity-based, competence-based, personality-oriented, and axiological approaches, as well as adherence to the penta-synthesis of principles for a media-educational environment – project-based, integrative, media-ecological, reflexive, and adaptive. The theoretical contribution to pedagogical science is the justification of the media-technological approach as an operational framework for the media specialist training concept. The practical significance lies in creating conditions for implementing a flexible, reproducible, and scalable educational process, which allows adapting the model to various institutional and professional contexts. The model can serve as a basis for experimental research aimed both at assessing the effectiveness of developing professional competences and at improving the quality of professional training for media communicators.

The article substantiates the necessity of integrating media literacy into the structure of linguistic competence of humanities university students as a response to the challenges posed by digital transformation and the mediatization of society. Based on the analysis of scholarly works and UNESCO documents, the four-component structure of media literacy and the didactic potential of foreign-language media texts are revealed. The study proposes a system of principles for integrated teaching of foreign languages and media literacy and describes a contextual-interpretive model for its development. The findings can be applied in higher and continuing professional education, as well as in enhancing the methodological training of foreign language teachers.