Development of Media Education in Ukraine: Current State and Modern
Requirements
Iryna M. Naumuk
1 a
and Nataliia V. Valko
2 b
1
Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine
2
Kherson State University, 27 Universytetska Str., Kherson, 73003, Ukraine
Keywords:
Media Education, Media Literacy, Media Competence, Media Culture, Future Computer Science Teachers.
Abstract:
In order to perform professional functions in the modern educational media space, the future computer sci-
ence teacher must have skills of working with information and communication technologies, be aware of the
methods of teaching educational material using media, be able to develop critical and analytical thinking and
apply multimedia technologies in the educational process. The article focuses on the peculiarities of the in-
troduction media education in Ukraine and highlights the importance of media education development. The
authors emphasizes the importance of media education and media literacy, which open up many opportunities
for both students and teachers. As a result, the teacher develops the ability to assess information security,
competently use sources of information, assess the reliability, see the correlation of information and knowl-
edge, and properly organize the information process. Media education opens up great opportunities, helps to
develop intellectual and creative potential, as well as critical thinking. The article describes the criteria for the
future computer science teachers’ media competence development.
1 INTRODUCTION
It goes without saying that our time is called the epoch
of the information revolution. Rapid development of
new technologies is causing an avalanche of informa-
tion. Humanity is constantly evolving. In addition,
the pace of change is steadily accelerating. It is be-
coming increasingly important for both the individual
and the country to be able to respond to these changes
so as not to stay away from the progress.
But, of course, it does not mean that people need
to hide in a shell and isolate themselves from informa-
tion flows. Nowadays, it is simply impossible. They
need to be able to work with information. This is
the focus of media literacy classes, which have been
a part of the school curriculum in the United States,
Great Britain, Germany, Australia, and Northern Eu-
rope for several decades. Finally, Ukraine has joined
this movement. We have to prepare children for the
successful development of the world. Today the most
important component of this mastery is the ability
to work competently with information (Ivanov and
Volosheniuk, 2012).
a
https://orcid.org/0000-0001-6804-9191
b
https://orcid.org/0000-0003-0720-3217
Problems of media education and media literacy
attract the attention of representatives of various sci-
ences (Bondarevskaya et al., 2017; Yankovych et al.,
2019; Tereshchuk et al., 2019; Krylova-Grek and
Shyshkina, 2020; Pokulyta and Kolotylo, 2021). The
reason of it is not only that media literacy is an im-
portant component of the information society, but also
that it has an interdisciplinary nature. To understand
the processes, taking place in the modern media en-
vironment, young people, including teachers, should
have special knowledge, communication and infor-
mation skills, ability to critically analyze (i.e. have
media literacy), which can be formed through orga-
nized and focused media education.
According to the logical conclusions of modern
researchers of media education, there exists a need to
develop a new more modern concept that combines
media and information literacy. It should be borne
in mind that media education policy has quite obvi-
ous national features. After all, the current course of
modernization of media education is impossible with-
out a media-competent person who is knowledgeable
about information on current events, phenomena, and
trends. In Ukraine, the development of media edu-
cation policy is impossible without a scientific anal-
ysis of the situation, clarification of concepts, devel-
Naumuk, I. and Valko, N.
Development of Media Education in Ukraine: Current State and Modern Requirements.
DOI: 10.5220/0010928600003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 73-84
ISBN: 978-989-758-558-6
Copyright
c
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
73
opment of modern concepts, standards, and markers.
The most important criterion for the effectiveness of
media education development is the level of compe-
tence of those who take responsibility for its imple-
mentation. Unfortunately, in this field, which scien-
tists are actively working on, there appear some prob-
lems: we need a massive increase in the competence
of heads of departments and agencies, officials of var-
ious levels, administrative staff in the field of media,
mass communications and information culture.
The study of this issue is impossible without the
contribution of scientists who focused their research
works on identifying the fundamentals of media ed-
ucation and media literacy. For our research the
works (Buckingham, 2020; Considine, 2002; Master-
man, 2013; Nazarov et al., 2020; Onkovich, 2013;
Sharikov, 2021) are of great value. Research works
of ascertaining character, which contain information
on the perception of media texts in different coun-
tries and by different age categories, on the criteria
and levels of audience development are done by Lev-
shina (Levshina, 1978), Tyner (Tyner, 2020) etc.
2 FEATURES OF THE
INTRODUCTION OF MEDIA
EDUCATION IN MODERN
SOCIETY
Nowadays, a person is required not to master some
special information, but to be able to navigate in-
formation flows, be mobile, learn new technologies,
self-learn, search for and use missing knowledge or
other resources. In this regard, there appears an is-
sue of studying the development of media educa-
tion, which main task is “to prepare new generation
of people for the life in modern information condi-
tions, for high-quality perception of information and
mastering communication methods through technical
means and modern information technologies” and to
develop Soft skills (sociability, self-presentation, abil-
ity to work in a team). It is worth noting that in most
Ukrainian higher education institutions, media edu-
cation still remains fragmented, which actualizes the
desire to implement an effective media education sys-
tem in Ukraine which is able to provide the improve-
ment of the educational process and guarantee the Eu-
ropean quality of higher education. Media education
contributes to the establishment of democracy, educa-
tion of media literate individuals who are able to think
critically, develop creative skills and are ready to live
in a modern information society (Sheina, 2017).
The key skills, that are now considered to be a ba-
sis of education and should be embedded in the cur-
ricula, are available to every modern person. After all,
humanity is developing rapidly, replacing many hard
skills by robotics, neural networks, and artificial in-
telligence. There is a tendency that sooner or later in
many areas of their activity people will be replaced
by artificial intelligence. Neural networks, which are
able not just to communicate with a person, answering
questions, but to joke in response and even anticipate
the continuation of the dialogue; works of art created
by artificial intelligence, cars with full autopilot all
these factors become a reality that cannot be ignored.
In the future all the physical capabilities of a man can
be replaced by a robot, but artificial intelligence lacks
some human skills (the robot cannot think emotion-
ally), so a person still has some preferences such as
emotions and skills of professional communication.
This means that media education, as a process that al-
lows you to immerse yourself in the training of key
skills, is an educational process that is most relevant
today. For example, some leading European schools
have integrated the Soft skills into the learning pro-
cess. There is a focus on serious theoretical and prac-
tical training in all areas of media education, which
makes educational process an exciting and effective
one.
The relevance of media education depends on the
rapid development of informatization and globaliza-
tion which have made our perception of the world de-
pendent on how it is presented by the media. Unfortu-
nately, the latter doesn’t respond properly to the grow-
ing responsibility: the information is poorly checked,
it contains elements of manipulation and fraud. In
these conditions, media education is a way for peo-
ple to develop the ability to protect themselves from
unscrupulous media information.
Media education as an intellectual and commu-
nicative network can be researched from several
points of view. In particular, on the one hand, we
can talk about the peculiarities of the network of mass
media (global, state, regional, etc.). However, on the
other hand, a network of purely media education is
being more and more discussed, as it covers an in-
creasing scope of information and educational space
and is aimed at personal development. Many schol-
ars consider media education as a process of learning,
mastering media literacy. Media literacy is the ability
to use, analyze and evaluate media products. Some re-
searchers define “media literacy” as a key concept of
media education, while the concepts of “media liter-
acy” and “media education” are considered by many
educators and researchers to be synonyms. In fact,
media literacy makes it possible to use media sources
more effectively, which generally increases not only
AET 2020 - Symposium on Advances in Educational Technology
74
media competence but also competence in its broader
sense (Onkovyc, 2008).
Fedorov (Fedorov, 2014) gives the following def-
inition of media education: it is a process of per-
sonal development with the help and on the material
of the media in order to form a culture of communica-
tion with the media, develop creative, communicative
skills, critical thinking, skills of perception, interpre-
tation, analysis and evaluation of media texts, to ac-
quire different forms of self-expression with the help
of media techniques.
Media education should be resulted in an increase
of the level of media literacy, which is a set of mo-
tives, knowledge, skills and abilities that contribute to
the selection, use, critical analysis, evaluation, design
and dissemination of media texts of various forms,
genres; it also promotes the ability to analyze com-
plex media processes in the society.
Media education is a part of the basic rights of ev-
ery citizen in every country of the world to freedom
of expression and access to information; an instru-
ment for the development and observance of democ-
racy. Media education is related to the study of all
media communications and includes the printed word,
graphics, sound and moving images delivered by any
technology. Media education provides an opportunity
to understand the methods of mass media used in the
society, and to master the skills of using these media
in communication with others (Ivanov and Voloshe-
niuk, 2012).
One of the most reputable media educators and
media theorists Masterman (Masterman, 1993) has
substantiated seven reasons for the priority and rel-
evance of media education in the modern world:
1. High level of media consumption and saturation
of modern society with mass media.
2. Ideological importance of the media, and its im-
pact as an industry on the public consciousness.
3. Rapid growth in the amount of media informa-
tion, strengthening mechanisms for its manage-
ment and dissemination.
4. Intensification of media penetration into the main
democratic processes.
5. Increase in the importance of visual communica-
tion and information in all areas.
6. Need to teach schoolchildren/students with a fo-
cus on compliance with future requirements.
7. Growth of national and international processes of
information privatization.
Onkovych (Onkovych, 2007a) notes that the
stakeholders of media education should not be lim-
ited only to students: media literacy is also needed by
adults. In addition, she reasonably draws attention to
the need for independent media education. In her the-
oretical concept Onkovych (Onkovych, 2007b) puts
forward the ideas of media didactics.
Since children and young people are most exposed
to information, adults (in particular, teachers and par-
ents) must be able to manage the process of a child’s
entry into the information world. In order to do this,
the adults themselves have to first learn to use infor-
mation flows properly, to master the means of com-
munication. Only under these conditions teachers and
parents will be able to effectively prepare children
and youth for conscious, competent, and most impor-
tantly, safe use of information resources. They should
also develop the culture of information users.
Therefore, today media education is a rather seri-
ous and deep issue of education development in gen-
eral, it is a part of the educational process aimed at
the formation of media culture in the society, prepa-
ration of individuals for the interaction with the mod-
ern media system – and not only with traditional me-
dia (printed word, radio, cinema, television), but also
with the latest technologies (communication via com-
puter and the Internet) (Naidenova, 2013).
Accordingly, the education system faces the task
of forming and developing students’ competencies
that allow them to effectively interact with numer-
ous information sources and flows, analyze the in-
formation received, assess its reliability and useful-
ness in solving various life problems. Media educa-
tion has to achieve this goal. Concept of implemen-
tation of media education in Ukraine defines media
education as “a part of the educational process aimed
at the formation of media culture in the society, prepa-
ration of individuals for safe and effective interac-
tion with the modern media system, including both
traditional (printed word, radio, cinema, television)
and new (computer-mediated communication, Inter-
net, mobile telephony) media” (Institute of Social and
Political Psychology of the National Academy of Ped-
agogical Sciences of Ukraine, 2018). Therefore, the
immediate task of media education is the formation of
such important skills as structuring and analysis of in-
formation received from various sources, determining
the reliability and quality assessment, highlighting the
most important aspects of media messages.
The introduction of media education in Ukraine
is also due to the urgent task of our country’s entry
into the single European educational and information
space. It should also be noted that it is in European
countries (along with Canada, the United States and
Australia) that the issue of media education is tradi-
tionally given the most attention.
Media education in Ukraine is currently at the be-
Development of Media Education in Ukraine: Current State and Modern Requirements
75
ginning of an active phase of its development. In June,
1999 according to the resolution of the Academic
Council of I. Franko Lviv National University, Insti-
tute of Ecology of Mass Information was founded.
Its founders consider media ecology as a synthesis of
philosophical-academic and purely applied directions
of work connected with neutralization of pathogenic
information streams. Research topics required an in-
terdisciplinary approach and were mainly focused on
the training of media professionals. Ten years later,
in 2009, at V.N. Karazin Kharkiv National Univer-
sity a new Department of media communications was
opened and an experimental Master’s program was
launched.
Nowadays, media ecology is increasingly being
introduced into teaching practice in higher and sec-
ondary schools. There are also positive changes in
conceptual approaches that meet European and global
trends: if at first the attention of domestic experts
was focused on the “detrimental impact of the media
and the Internet”, now positive approach is becom-
ing more common, which primarily involves learn-
ing to interact effectively with various types of infor-
mation (including protection against possible negative
impact).
Since 2010, the already mentioned Concept of im-
plementation of media education in Ukraine (Insti-
tute of Social and Political Psychology of the Na-
tional Academy of Pedagogical Sciences of Ukraine,
2018) came into force. Its aim is “to promote the de-
velopment of an effective media education system in
Ukraine in order to ensure comprehensive preparation
of children and youth for the safe and effective inter-
action with the modern media system, development
of their media awareness, media literacy and media
competence in accordance with their age and indi-
vidual characteristics”. By 2020, the concept envis-
ages the implementation of the experimental phase,
the gradual introduction of media education and stan-
dardization of requirements (2014–2016) and further
development of media education and completion of
its mass implementation (2017–2020).
Priority areas for the development of an effective
media education system in Ukraine include “the cre-
ation of a school media education system, which pro-
vides for the development of psychologically sound
primary school curricula for integrated education,
promoting the integration of media education ele-
ments into various subjects syllabi, design of op-
tional media education programs for adolescents” and
comprehensive training of the teaching staff (Institute
of Social and Political Psychology of the National
Academy of Pedagogical Sciences of Ukraine, 2018).
In this regard, it is worth noting a very positive
trend – the introduction of media education in the do-
mestic education system is planned in close connec-
tion with existing courses. The provisions of the Con-
cept have already been quite actively implemented in
practice. A positive fact is that media education is
implemented in cooperation with the Ministry of Ed-
ucation and Science of Ukraine, scientists of the Na-
tional Academy of Educational Sciences of Ukraine
and representatives of professional public organiza-
tions, especially the Academy of Ukrainian Press,
which, in particular, did a great part of the work on
the textbook “Media Education and Media Literacy”
(Ivanov and Volosheniuk, 2012), which was specially
designed to provide an appropriate course in higher
education institutions and in the system of postgradu-
ate teacher training.
Based on the research of scientists, the stages of
formation of future computer science teachers’ media
competence in the process of their professional train-
ing in pedagogical universities have been identified.
The first stage includes the formation of motives
and value orientations, and consists of the following
operations: motivation to action, understanding the
significance of the problem, identification of motives
and their consolidation.
The second stage involves the development of fu-
ture computer science teachers’ ability to compre-
hend the content of the media competence forma-
tion. It consists of theoretical, research-reproductive
and interpretive-creative periods. Theoretical pe-
riod performs an informational, orientation and de-
velopmental function and is aimed at mastering the
general content of media competence through such
forms as lectures, seminars, consultations, inter-
views, explanations, problem-based presentations of
the material and such teaching aids as syllabi and
videos. Research-reproductive period is character-
ized by an unconscious manifestation of media com-
petence. So that students will be able to outgrow this
phenomenon, the teacher uses such forms as practi-
cal classes, lectures, seminars, consultations, train-
ings, explanations, learning experience, project works
and such teaching aids as publications, videos, vari-
ous media texts, etc.
Interpretive-creative period of the stage of mas-
tering the content of the formation of future com-
puter science teachers’ media competence performs
developmental, educational and training functions. It
is carried out in order to gain experience in working
with the media through the use of such forms as prac-
tical and laboratory classes, future computer science
teachers’ independent work in the process of their
studying the professional-oriented disciplines, meth-
ods of modeling, problem and business games, etc.
AET 2020 - Symposium on Advances in Educational Technology
76
The third stage deals with monitoring the process
of formation of future computer science teachers’ me-
dia competence during the period of their training.
The fourth stage, evaluative-corrective, involves
the collection and accumulation of data on the level
of media competence formation with further process-
ing and analysis of data in order to identify the need
for corrective actions.
In order to identify the effectiveness of the intro-
duction of media education and formation of future
computer science teachers’ media competence, it is
necessary to single out the components, criteria, lev-
els and indicators of the formation of future computer
science teachers’ media competence.
It should be noted that in the scientific literature
the problem of criteria is solved ambiguously. Kaza-
kova (Kazakova, 1999) shows a lack of generally ac-
cepted criteria for “effective pedagogy” or the ways
to determine the teachers and students’ “quality of
work”, criteria for the effectiveness of each stage of
personality development.
Chechel (Chechel, 1998) has defined the criteria
as follows: “These are the properties of the object
which provide it with an interconnected system of
characteristics; that is why they become a subject for
evaluation. It is possible to detect such a system,
only on the condition of using a system-structural ap-
proach”. The following requirements are set for the
criteria:
a) objectivity;
b) stability and sustainability;
c) recurrence in the subject;
d) the ability to establish the degree of conformity of
the subject to its ideal.
Gal’perin (Gal’perin, 2012), Podlasyi (Podlasyi,
1982), Usova (Usova, 2002) etc. have established
various criteria for the formation of educational and
cognitive skills. “Since each activity consists of a
system of elementary actions and operations, compo-
sition and quality of operations, awareness of them,
completeness and coagulation can be identified as the
main criteria common to all cognitive skills” (Usova
and Bobrov, 1987).
Scientists, who have studied the formation of pro-
fessional skills, identify different criteria: Andrukhiv
(Andrukhiv, 2008) value-semantic, action-related,
and cognitive criteria; Kuchugurova (Kuchugurova,
2006) awareness of actions and their correctness;
Suvorova (Suvorova, 1999) degree of awareness of
the actions performed, quality of actions performed,
ability to apply skills in a new changed environment;
Sukhodolsky (Sukhodolsky, 2008) – criteria of axiol-
ogy, variability, motivation.
Taking into account the analysis of research done
by media educators (Sysoieva, 2011; Bondarenko,
2003), it should be noted that the classification of lev-
els of media competence can be even more detailed.
One of these options is proposed by Khilko (Khilko,
2001):
1) recreational and hedonistic level of media percep-
tion (limited by entertaining motivation, aesthetic
comprehension of the image);
2) household level (household, utilitarian motivation
and corresponding characters);
3) aesthetic level (personal motivation, aesthetic
comprehension of the image);
4) interpretative level (revealing the personal mean-
ing and spiritual content of the piece of work, a
vivid expression of inner vision);
5) microsocial level (manifested in the connection
with the microenvironment, psychological moti-
vations of the characters are given, connection
with the perception of works by a particular au-
dience is established);
6) macrosocial level (provides a critical analysis of
the problem and its deployment in time and space,
orientation for the society);
7) level of artistic image awareness (detailed de-
scription of the screen image, its components, se-
lection of semantic units of the story);
8) level of the author’s concept understanding (the
ability to draw conclusions about what idea the
author wanted to convey, based on the system of
artistic perception of the piece of work);
9) level of personal concept emergence (au-
tonomous) and the formation of autonomous
vision: individual conclusions on the problem
touched upon by the author and polemical
dialogue with the author’s concept.
After analyzing the scientific and pedagogical lit-
erature, we have come to the conclusion that there
are several recurring criteria among mentioned above:
motivational (motivation to develop the skills, aware-
ness of the importance of these skills in the structure
of the professional activity), action-related (level of
skills necessary for professional activity, professional
literacy, ability to transfer skills to changing situa-
tions), personal (formation of professionally signifi-
cant traits of personality, character traits).
Based on this, let’s take these criteria as a founda-
tion, but clarify them taking into account the specifics
of organizational and pedagogical activities. Assess-
ment of the future teacher’s work is complicated by
the creative nature of this activity.
Development of Media Education in Ukraine: Current State and Modern Requirements
77
In addition, the outcomes of the formation of fu-
ture computer science teachers’ media competence
will be manifested later in the professional activity.
Educational and pedagogical activities require a
system of knowledge on the means and methods of
resisting the manipulation of various media resources,
patterns of behavior which are necessary for the suc-
cessful pedagogical activity, especially for computer
science teachers, because their work is inextrica-
bly linked to modern information technology. Thus,
among the criteria for the formation of future com-
puter science teachers’ media competence, we should
mention action-related and interpretative-creative cri-
teria – a system of knowledge on the ways and means
of resisting media manipulation, application of crit-
ical thinking skills when working with information
of various types and selection of a system of nec-
essary actions. The criteria of effectiveness include
indicators that reflect the objective side of the activ-
ity outcomes and the subjective attitude of students to
this activity. The system of criteria should be unified,
i.e. all indicators included in it in terms of content
and mathematical expression, should not oppose each
other (Friedman, 1999).
Successful implementation of various activities
requires the orientation of the personality for the
value-oriented attitude, interest, awareness of per-
sonal and social significance. As a result, the next
criterion for the formation of future computer science
teachers’ media competence is a motivational one.
Cognitive criterion combines a system of knowl-
edge on the features of the media and reflects the the-
oretical side of students’ learning; ability to identify
the causes and patterns, which will increase the ef-
ficiency of the educational process; ability to reveal
contradictions that give rise to the research problem;
ability to get innovative experience in order to find
ways and means to increase the efficiency of the edu-
cational process; ability to observe, analyze and gen-
eralize; awareness of professional self-development
and personal self-improvement which include profes-
sionally important qualities; ability to perceive the
media, which the level of formation of media compe-
tence depends on; ability to find, use, deliver, and put
into practice the theoretical and practical knowledge.
Friedman (Friedman, 1998) notes that “any men-
tal activity should have these three components
(in particular, need-motivational, operational-active,
reflexive-evaluative), and the most important task of
education is to teach students to organize their own
activity as a full-fledged, mental, in which all three
components are balanced, sufficiently developed, re-
alized and fully implemented”.
In order to identify the criteria for assessing the ef-
fectiveness of students’ learning, we consider it nec-
essary to take into account the main areas of per-
sonality, namely: needs-motivational, operational and
criterial-evaluative. Let’s try to give a brief descrip-
tion of the selected areas.
The needs-motivational sphere of personality is an
integral quality characterized by a set of social guide-
lines; value orientations, interests that form the basis
of motives.
The operational sphere of the individual’s activity
is an integral quality characterized by a set of com-
mon and special knowledge, skills and abilities.
The next criterion that helps to identify the out-
comes and analyze your own activity is a reflexive
one. It is necessarily included into human activ-
ity and is aimed at understanding your own actions
and deeds. Reflection-based self-analysis and self-
assessment provide control, ability for self-cognition,
ability to analyze your own actions, deeds, motives,
correction and self-improvement; it actively culti-
vates the individuality and creative potential (Skrip-
nichenko, 1989).
Thus, on the basis of the analyzed scientific and
pedagogical literature and in accordance with the
specifics of pedagogical activity of computer sci-
ence teachers, we have identified the following cri-
teria for the formation of future computer science
teachers’ media competence (figure 1): motivational;
interpretative-creative; cognitive; action-related; re-
flexive.
It is possible to speak about the process of for-
mation of future computer science teachers’ media
competence on the basis of comparison of indicators
and levels of media educational abilities and skills re-
ceived at the initial and final stages of the experiment.
The classification of indicators of personality’s
media competence has been designed by us (figure 2).
When developing the classification of the formation
of future computer science teachers’ media compe-
tence, we also took into account the characteristics of
high and low levels, presented in (Potter, 2018).
Characteristics of a high level of media compe-
tence formation (Potter, 2018): ability to get the main
meaning of the media text; analysis: identification
of the main elements of the media text; comparison:
identification of similar and unique fragments of me-
dia text; assessment of the value of the media text
or its fragment; judgments based on the comparison
against certain criterion; abstracting: ability to pro-
vide a short, clear and accurate description of the me-
dia text; generalization; deduction: use of general
principles to explain certain information; induction:
derivation of general principles based on the observa-
tion of single pieces of information; synthesis: ability
AET 2020 - Symposium on Advances in Educational Technology
78
Figure 1: Criteria for the formation of future computer science teachers’ media competence.
to reassemble elements into a new structure.
Characteristics of a low level of media compe-
tence development (Potter, 2018): low level of intel-
ligence (in terms of problem solving and creativity),
feeling that “everything goes in its turn”; weak mem-
ory when a person sometimes is able to remember
only very important things (for example, the night be-
fore the exam); thematic dependence, lack of insight,
i.e. lack of understanding of what is important in the
messages; need for a mentor, assistant, handbook, or
guide while studying; low level of tolerance to the am-
biguity of media texts, uncertainty; weak conceptual
differentiation when having a few categories of mes-
sages; negative attitude to new messages that do not
correspond to the usual categories, or simplification
of this media text transferring it to the easiest cat-
egory; high impulsiveness of quickly made decisions
with sacrifice of accuracy.
Let’s find out what indicators characterize each of
the selected criteria (figure 2):
Indicators of the motivational criterion are: a high
level of motivation to learn and awareness of pos-
itive motivation lead to the active use of methods
of critical analysis in professional activity; need to
master media competence and understand its role
in achieving professional success; motivation to
develop skills that allow you to operate with any
information freely and correctly (receive, analyze,
synthesize), cognitive need; formation and man-
ifestation of personal qualities (persistence, pur-
posefulness, endurance, self-control, emotional-
ity) and professionally important qualities (con-
structive (ability to set the goal and objectives
of the educational process taking into account
current trends in media development and dis-
semination; ability to identify such forms and
methods of educational work that will help to
achieve the goal), cognitive (desire to be engaged
in continuous professional development and self-
improvement, analysis of pedagogical experience,
wish to expand the range of your own knowledge,
ability to freely navigate in the content of the ed-
ucational process).
Indicators of the cognitive criterion are: the
amount of knowledge acquired, ability to identify
the causes and patterns, which will increase the
efficiency of the educational process using media
technology; awareness of acquired knowledge;
ability to reveal contradictions and resist various
manipulations and as a result to create a research
problem; ability to predict the outcomes of learn-
ing and plan the activities of students, which will
contribute to the achievement of the outcomes;
ability to study and analyze the activities of me-
dia educators, different types and genres of media
texts, in order to find ways and means to increase
the effectiveness of the educational process.
Indicators of the interpretative-creative criterion
are: the ability to apply a critical analysis of the
media and various media texts functioning in the
society; ability to apply existing knowledge in the
context of any particular media text; ability to
Development of Media Education in Ukraine: Current State and Modern Requirements
79
Figure 2: The system of criteria for the formation of future computer science teachers’ media competence.
draw parallels during critical analysis; develop-
ment of creative potential in various aspects of ac-
tivities related to the media (gaming, art, research,
etc.).
The indicators of the action-related criterion are:
the level of mastering a set of actions that allow
you to critically analyze existing media, distribute
and design your own media texts; ability to put
the acquired knowledge into practice; desire for
self-education in the field of media.
Indicators of the criterial-evaluative criterion are:
the ability to identify the effectiveness of the me-
dia product and feasibility of its use; ability to
subjectively evaluate the results of your own ac-
tivities; ability to assess the compliance of used
pedagogical technologies (technologies for crit-
ical thinking development, information technol-
ogy, distance learning technology, etc.) to modern
requirements.
Levels of effectiveness of learning can be theo-
retically substantiated according to a ve-point scale:
negative (very low), passive (low), moderately active
(satisfactory), active-productive (high) and creative
(very high). But in fact it is possible to limit it to a
three-point scale of a level of formation of future com-
puter science teachers’ media competence: low (con-
ditionally marked as I); medium (II) and high (III).
Taking into account the conclusions of scientists,
developed criteria and qualitative characteristics of
future computer science teachers’ media competence
according to three levels (high, medium, low), we
have developed the characteristics of each level.
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80
K1 – motivational criterion.
The high level of the motivational criterion
formation is characterized by future teach-
ers’ increased interest in the use of media
technologies in teaching computer science
lessons; high activity and independence in
pedagogical activity, orientation for creativ-
ity, predominant analytical activity, experi-
ence of positive emotions while participating
in educational process; predominance of in-
ternal motives over the external ones.
The following features are typical for the
medium level: teachers demonstrate an occa-
sional interest in the use of media technolo-
gies in teaching computer science lessons;
motives do not correspond to individual pos-
sibilities and desires, episodic instructions
for creative activity; lack of positive emo-
tions in the process of pedagogical activity.
The following indicators are typical for the
low level: future teachers have a lack of
formed intentions; values that do not re-
flect the objective content of the work are
predominant ones; utilitarian motivation to
master media technologies prevails; teachers
demonstrate vagueness of interests and incli-
nations.
K2 – cognitive criterion.
The high level of cognitive criterion is char-
acterized by the following: awareness of ba-
sic terms, theories, basic facts of the media
education history, creativity of media figures,
a clear understanding of the process of mass
communication and media impact in the real
world context; compliance of the content of
basic professional training with the current
state and prospects of subject area develop-
ment and interaction with the media; design
of individual learning trajectories by students
(Spirin, 2010).
The following features are characteristic for
the medium level: awareness of some ba-
sic terms, theories, some facts of the media
development history, mass communication,
media impact, creativity of individual media
figures.
The following indicators are typical for the
low level: lack of awareness (or minimal
knowledge in this area) of basic terms, the-
ories, facts of the history of media develop-
ment, mass communication, media impact,
creativity of media figures.
K3 – action-related criterion.
Future computer science teachers with a high
level of the action-related criterion develop-
ment clearly demonstrate the need to real-
ize their abilities in the educational process;
they have a high degree of critical analysis;
the purpose and tasks of the classes are char-
acterized by creative approach; such teach-
ers use action-related approach in teaching
computer science, their teaching is charac-
terized by the predominance of active teach-
ing methods; they have practical skills of
independent choice, design and distribution
of media texts of different types and genres,
practice active self-education in the media
sphere.
The future computer science teachers with a
medium level of action-related criterion have
an unclear need to apply the abilities and
acquired knowledge in the educational pro-
cess; activity in mastering important knowl-
edge and skills is not enough demonstrated;
such teachers are able to select and design
media texts of different types and genres only
with the help of expert consultations.
Future computer science teachers with a low
level of this criterion rarely use any methods
to intensify their work; their practical skills
of selection and design of media texts, skills
of self-education in the media sphere are not
well developed or they demonstrate unwill-
ingness to develop them.
K4 – interpretative-creative criterion.
The teachers with a high level of formation of
interpretative-creative criterion are charac-
terized by: the ability to apply critical think-
ing technologies taking into account various
factors in the analysis of various media texts
and media sources; ability to analyze, syn-
thesize and design their own media texts tak-
ing into account the aspects of space and
time; they are able to abstract the material,
make comparisons and make their own criti-
cal assessment of the media of any complex-
ity.
The medium level of the interpretative-
creative criterion formation is characterized
by the following features: the ability to apply
technologies of critical analysis of the media,
taking into account key factors based on the
average development of critical thinking.
The following indicators are characteris-
tic for the low level of formation of the
interpretative-creative criterion: tendency to
Development of Media Education in Ukraine: Current State and Modern Requirements
81
external influence, lack of skills and abilities
of critical analysis, lack of critical thinking
skills.
K5 – criterial-evaluative criterion.
Students, future computer science teachers
with a high level can freely operate their abil-
ities and use them properly in their profes-
sional activities; they are capable of self-
assessment and self-criticism; they are able
to correlate requirements with their personal
features, carry out self-diagnostics and are
ready for self-development.
Students with a medium level of formation
of the criterial-evaluative criterion are char-
acterized by the following indicators: the av-
erage level of orientation in their own abili-
ties, their self-esteem is not always stable but
adequate.
Students, future computer science teachers
with a low level of formation of the criterial-
evaluative criterion have a low level of orien-
tation in their own abilities; their self-esteem
is low, they do not use methods of self-
diagnosis; they tend to minimize their own
capabilities, do not believe in themselves.
Therefore, media competence is a set of mo-
tives, abilities, knowledge and skills (indicators: mo-
tivational, cognitive, action-related, interpretative-
creative, criterial-evaluative) that promotes selection,
critical analysis, design, evaluation and dissemination
of various media texts and complex processes of me-
dia functioning.
Along with the significant positive experience of
introducing media education in Ukraine at the current
stage, there are also significant problems. First of all,
it is insufficient methodological support of media ed-
ucation in secondary schools for instance, if there
is a curriculum and a textbook for higher education,
this issue still remains unsolved for secondary school.
This problem becomes even more relevant if we take
into account that the most effective way to develop
media skills is to integrate them into existing sub-
jects and courses, which obviously requires adjust-
ment of relevant syllabi, teaching aids and method-
ological materials, additional teacher training. There
are also more general problems on the way to the
development of modern media education in Ukraine.
This is the inertia of the education system, which in-
herited from the Soviet era the insufficient attention to
the development of critical thinking, especially while
doing the social science courses. At the same time,
first successful steps in terms of introduction of media
education in Ukraine, as well as active participation
of scientists and representatives of the professional
community in this process, give grounds to expect
further successful development of media education in
our country.
3 CONCLUSIONS
Nowadays, the learning process is a work with a large
number of information sources, which are difficult to
understand without the ability to work with media in-
formation. It is widely accepted around the world that
educational institutions should teach students to have
a critical attitude to the information provided by the
media. One of the ways to involve students in the
full understanding of media information is media ed-
ucation education by means and based on the ma-
terials of various media sources. Media education
opens great opportunities for the children’s develop-
ment, their intellectual and creative potential, abili-
ties, critical thinking.
Moreover, media education opens up many new
opportunities for teachers in terms of use of creative
approach in the organization of the educational pro-
cess.
The media revolution is just beginning. To help
our children navigate the world of media, we need to
become media literate ourselves. But we do not have
time to master media literacy. Therefore, it is very im-
portant to do it together with children, to get to know
media together, to “read” and critically comprehend
media texts together, to create your own media prod-
ucts together. To achieve this goal it is important to
qualitatively train a computer science teacher.
The media education of the future computer sci-
ence teacher can be considered as a resource that
can increase the effectiveness of teaching students of
secondary schools. Therefore, the future computer
science teacher should teach secondary school stu-
dents to work with the latest information resources,
and most importantly prepare them for the integra-
tion into the global information space. It should
be noted that readiness for professional activity con-
sists of indicators of pedagogical readiness and media
competence. Therefore, to assess the effectiveness
of the formation of future computer science teach-
ers’ media competence, the following criteria have
been developed: K1 motivational (the desire to
master and apply knowledge and skills); K2 cog-
nitive (system of knowledge that reflects the theo-
retical side of students’ learning, features and out-
comes of the educational process, advantages and
disadvantages, organization of cognitive activity);
K3 action-related (practical and operational appli-
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82
cation of acquired knowledge); K4 interpretative-
creative (reflects the objective side of the activity
outcomes); K5 criterial-evaluative (self-analysis
and self-assessment provide control, ability for self-
cognition, ability to analyze their own actions). Each
of the criteria is diagnosed separately, and based on
the information obtained we can identify the level of
media competence.
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