SOCIAL PEDAGOGY IN THE DIGITAL ENVIRONMENT AND THE DEVELOPMENT OF MEDIA LITERACY IN ADOLESCENTS

Abstract

The article examines the development of adolescent media literacy in the digital environment as a priority area of social pedagogy. The relevance of the topic is substantiated by the accelerated development of media technologies and the growing risks of digital socialization, including pseudo-competence, mosaic consciousness, and social unevenness of access. The structure of media literacy is revealed as an integral social and educational characteristic of the individual, including cognitive, critical-analytical, value-regulatory, and communicative-creative components. Particular attention is paid to pedagogical strategies: media education, preventive-protective, integrative-network, family-oriented, and value-civic. Mechanisms for supporting adolescent media behavior are presented, and areas for interdepartmental cooperation are proposed. The results can be used in the practice of social educators, schools, and supplementary education institutions to create a safe and nurturing digital space.