MEDIA CULTURE FORMATION IN HIGHER EDUCATION TEACHING

Abstract

The purpose of the study is to reveal the mechanisms of developing higher education teachers’ media culture through the lens of their professional activity. The article substantiates the features of developing the media culture of higher education teachers directly in the course of their professional activity. It is determined that the media culture of a contemporary teacher is an integral component of professional competence. The paper examines the problem of higher education teachers’ media culture in the context of the development of Ukrainian higher education and outlines the specific features of its formation and development.

Methodology. The methodological framework is based on the scholarly works of Ukrainian researchers devoted to the development of media culture and information literacy of education seekers, as well as to the issues of media education in general. The study uses methods of theoretical analysis of historical-pedagogical, pedagogical, and psychological literature; systematization; classification; analysis and synthesis; and generalization. The methodology relies on an adaptive-activity cultural studies method combined with an interdisciplinary approach, which made it possible to clarify the essence, functions, and structure of media culture.

Scientific novelty. The scientific novelty of the article lies in highlighting the features of the formation and development of higher education teachers’ media culture in Ukraine. It is proved that a teacher’s professional activity serves as a reference point for the development of an educational environment aimed at building their media culture, where academic integrity, digital ethics, and media criticism are integrated into a single system of professional development.

Conclusions. A high level of media culture among higher education teachers is capable of ensuring a proper level of media education for education seekers. A contemporary higher education teacher is expected to use modern information and communication technologies and the latest media, supporting continuous personal and professional development through various forms of advanced training. Media culture can be considered an urgent need of the information society, where information production involves all social groups. Therefore, it is crucial that a higher education teacher is media literate, media competent, media educated, and implements media culture in their professional activity.