INTEGRATION OF MEDIA EDUCATION INTO THE TRAINING SYSTEM OF FUTURE VOCATIONAL EDUCATION SPECIALISTS

Abstract

The article examines the theoretical and practical foundations for integrating media education into the professional training of higher education students majoring in A5.39 Vocational Education (Digital Technologies). The relevance of media education is substantiated in the context of the digitalization of society, the growing role of information and communication technologies, and the increasing use of media resources in educational settings. The concepts of “media education”, “media literacy”, and “media competence” are clarified as interrelated elements of the professional training of future educators. Based on the theoretical analysis, the content of media education within professional training is systematized into three interrelated components: information-analytical, practical-technological, and axiological-ethical. These components are differentiated according to the functional and content orientation of students’ activities when working with media information. The integration of media education is substantiated as a comprehensive and cross-cutting process encompassing all stages of the professional training of future vocational education specialists. The media education component should not be limited to the use of individual digital tools; rather, it should foster the ability to analyze information flows, critically assess the reliability of media messages, recognize manipulative techniques, and adhere to the principles of academic integrity and information security. The development of media competence is shown to contribute to the quality of professional training by fostering digital culture, communication skills, creative potential, and readiness to use contemporary media technologies in professional practice. Particular attention is paid to combining theoretical training with students’ practical activities through the creation of media products, research tasks, project-based activities, and the use of digital services during teaching practice. The systematic integration of media education is considered important for developing professional mobility, lifelong learning capacity, adaptability to the dynamic changes of digital society, and effective professional communication in the contemporary information environment. The study characterizes forms of educational organization that support the development of students’ media competence, including lectures incorporating media analysis, practical classes focused on media production, training sessions, project-based activities, WebQuests, teaching practice, and e-portfolios. Methods of integrating media education into the professional training of future vocational education specialists are analyzed, including critical analysis of media texts, case-based learning, the project method, problem-based learning, fact-checking, discussion-based methods, and media portfolio development. Effective integration of media education is shown to foster critical thinking, digital culture, responsible information practices, and readiness for professional activity in a contemporary media-saturated environment. Practical recommendations are proposed for improving the content, forms, and methods of integrating the media education component into the professional training of future vocational education specialists.