IMPROVING TEACHERS’ CRITICAL ANALYSIS SKILLS THROUGH INTEGRATION OF MEDIA TECHNOLOGIES INTO PROFESSIONAL PRACTICE

Abstract

The relevance of the study is determined by the growth of information flows, the spread of manipulative media content and the increasing role of digital environments in teachers’ professional decision-making. The main results include a structured set of conditions, tools and didactic techniques that connect media technologies with stages of critical analysis (problem setting, verification, interpretation, argumentation and reflection), as well as criteria for evaluating progress. Scientific novelty consists in proposing an integrative model that links media literacy practices with teachers’ professional tasks (lesson planning, assessment, communication with students and parents, and self-education). Practical significance is defined by the possibility of implementing the proposed practices in professional development programs and methodological work at educational institutions. The conclusion states that systematic media-technological integration, combined with reflective assessment, strengthens teachers’ resistance to misinformation and improves the quality of pedagogical judgments.