Integrating media literacy elements into the process of teaching history as a means of countering manipulation in the modern information environment

Abstract

The article aims to investigate the effectiveness of integrating media literacy elements into the history teaching process as a means of countering manipulation in the modern information environment. The relevance of the study lies in the rapid growth of information flows, the spread of disinformation, and the use of manipulative technologies, all of which negatively impact the development of critical thinking and historical consciousness among students. It is emphasized that the modern educational process requires a comprehensive approach that involves combining traditional teaching methods with modern information and communication technologies and media educational practices. The article uses a set of research methods, in particular, an analysis of scientific publications and regulatory documents, a comparative analysis of methods for integrating media literacy into curricula, a content analysis of examples of media texts and educational tasks, as well as a description of practical exercises and cases for the development of critical thinking. Particular attention is paid to the analysis of methods for working with primary sources, techniques for recognizing fakes and manipulations, and the use of project activities, discussions, and debates, which enable students to effectively assess the reliability of information and analyze historical events in a digital environment. The results of the study indicate that integrating media literacy into history teaching significantly increases students’ level of critical thinking, their ability to counteract information manipulation, and fosters sustainable competencies for navigating the modern media space. The analysis of pedagogical practices demonstrates the effectiveness of using interactive teaching methods, personalized educational routes and virtual information environments, which contribute to a deeper assimilation of educational material and the development of analytical skills. The conclusions emphasize the need for the systematic implementation of media literacy in educational programs for teacher training and for ensuring the adaptation of international practices to the specific conditions of Ukrainian higher education institutions. Prospects for further research are also identified, specifically in comparing the effectiveness of different methods for forming media literacy and assessing their long-term impact on the critical thinking and information resilience of higher education students.