Keyword: «media education»

Multimedia projects — independently developed media products from the idea to its implementation, having subjective or objective novelty, made using media technologies, are one of the resources of media education of young people.

The article is devoted to the problem of the development of the media space in the field of additional education. The problem of the lack of various resources for the creation and organization of courses in the media circle is considered. At the same time, the aspect of the influence of media communication on the development and formation of the child's personality is revealed.

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 relevance of the study is conditioned by the profound transformation of the socio-pedagogical landscape in the digital reality, which brings to the fore the task of purposeful development of a holistic civic identity among young people. This issue is of particular importance in the context of training student teachers, who must not only have their civic position themselves but also be competent in fostering it in the next generations. The aim of the article is to theoretically substantiate and empirically test the effectiveness of short feature films as a tool of media education in developing the structural components of civic identity (cognitive, value-motivational, and activity-based) among students of pedagogical field. The leading approaches to the research problem were the systemic, axiological, and semiotic-hermeneutic approaches, which allowed considering the process of identity development as a holistic phenomenon and making an in-depth analysis of cinematic narratives. The methods used included theoretical analysis, comparative analysis, pedagogical experiment, qualitative content analysis, and the expert evaluation methods. The main result of the study was the development and testing of a systematic approach to the use of film products, structured according to three thematic areas: «Family, School and Society», «Patriotism and Historical Memory», and «Legal Literacy and Social Maturity». A detailed pedagogical analysis was conducted for each film, revealing its didactic potential for influencing specific components of identity. The theoretical significance of the work lies in the development of the methodology of media pedagogy through the justification and implementation of film education as an effective resource for the development of civic identity. The practical value shows itself in the conclusions and methodological recommendations contained in the article which can be directly used in the educational and upbringing processes of pedagogical universities, in the system of advanced professional development for teachers, as well as in the development of academic courses and programs aimed at civic and patriotic education of youth, including that in the new regions of the Russian Federation.