MEDIA LITERACY AND THE FORMATION OF CRITICAL THINKING IN THE DIGITAL ENVIRONMENT

Abstract

The rapid expansion of digital technologies and online information ecosystems has fundamentally transformed how children access, interpret, and use information, placing new demands on education systems worldwide. In primary education, the ability of learners to critically evaluate media messages, distinguish reliable information from misinformation, and engage responsibly in digital environments has become a core educational priority. This study examines media literacy as a pedagogical phenomenon and analyzes its role in the formation of critical thinking skills among primary school learners within the context of contemporary digital environments. Drawing on international and regional pedagogical research, the article conceptualizes media literacy not merely as technical proficiency but as an integrative competence that combines cognitive, analytical, ethical, and communicative dimensions. Particular attention is paid to the pedagogical conditions, instructional strategies, and learning environments that support the systematic development of critical thinking through media education in primary school settings. The research emphasizes the relevance of learner-centered approaches, inquiry-based learning, and reflective practices in fostering children’s ability to analyze digital content, recognize bias and manipulation, and make reasoned judgments. The findings highlight that effective media literacy education contributes to the development of independent thinking, informed decision-making, and social responsibility among young learners, which are essential for their successful participation in modern digital society.