ORIGINAL RESEARCH article
Front. Hum. Dyn.
Sec. Digital Impacts
Volume 7 - 2025 | doi: 10.3389/fhumd.2025.1608911
This article is part of the Research TopicDigital Citizenship in the New Era of Social MediaView all 3 articles
Technology, Education and Media Literacy: Potential, Challenges, and Opportunities
Provisionally accepted
- University of the Basque Country, Bilbao, Spain
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This study examines the impact of technology within media education, media literacy, and educommunication, and explores how these fields are perceived and understood by students and academic experts, focusing on the development of critical competencies and critical media literacy. Based on semi-structured in-depth interviews with leading experts in the field of critical media literacy, and a survey conducted with 141 university students in Communication and Education programs, this study explores how recent technological advances are linked to challenges in information consumption-such as disinformation, fake news, incidental exposure to information, and deepfakes-as well as the challenges and opportunities these issues present within educational contexts. The results reveal that, although such technologies provide opportunities to improve teaching-learning processes, their inclusion in the curriculum is limited and often superficial. In addition, we identify shortcomings in how teachers are trained to manage these tools effectively, hindering the development of critical thinking by students. The conclusions suggest a need for critical media literacy that not only educates students in the use of technologies but also allows them to question and evaluate the content they consume, all within an ethical and reflective framework that promotes participatory and critical citizenship.
Keywords: Educommunication1, Critical Media Literacy2, Media Education3, Education4, Technology5. (Min
Received: 09 Apr 2025; Accepted: 12 Jun 2025.
Copyright: © 2025 Santos Albardía, Peña-Fernández and Agirreazkuenaga. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Mayte Santos Albardía, University of the Basque Country, Bilbao, Spain
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