INTERNATIONAL EXPERIENCES IN DEVELOPING MEDIA COMPETENCE AMONG VOCATIONAL TEACHERS
DOI:
https://doi.org/10.62536/sjehss.2026.v4.i3.pp23-38Keywords:
Media competence, teacher professional development, vocational education, media literacy, UNESCO MIL, blended learning, technical education, andragogical approach.Abstract
This comparative analysis examines international trends in developing media competence among vocational education teachers, with a focus on technical disciplines. As digital transformation reshapes educational practices globally, teachers require sophisticated media literacy skills that extend beyond basic technological proficiency. This study analyzes four major global trends: the UNESCO Media and Information Literacy (MIL) framework, professional development programs for teacher media literacy, the standardization of blended and e-learning formats in continuing education, and media content creation practices. Drawing on international experiences from diverse educational contexts, this research identifies strengths and limitations of various approaches, proposing adaptation mechanisms suitable for vocational education systems in developing contexts. The analysis reveals that successful media competence development requires integrating universal MIL principles with profession-specific scenarios, employing andragogical approaches that emphasize problem-based learning, and strategically utilizing accessible digital platforms. Key findings indicate that technical disciplines demand heightened attention to information reliability, safety protocols, and adherence to regulatory standards when working with media. The study proposes a comprehensive framework for adapting international best practices, emphasizing the integration of Moodle for structure and assessment, YouTube for content repositories, and Telegram for collaborative communication.
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