INNOVATIVE STRATEGIES FOR IMPLEMENTING MEDIA EDUCATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF TRAINING FUTURE PRIMARY SCHOOL TEACHERS

Abstract

Abstract. The article substantiates the relevance of introducing media education technologies into the professional training of future primary school teachers in the context of the digitalisation of education and the transformation of the educational environment, which is determined by contemporary educational challenges and the needs of society. It reveals the essence of key categories such as ‘media education technologies,’ ‘media culture,’ and ‘media literacy,’ and defines their role in the formation of professional competence, the development of critical thinking, media literacy, and the ability to interact safely and responsibly with the digital information environment. Particular attention is paid to the analysis of the history, classification and functions of media education technologies, hardware and software used in the modern educational process, as well as the development of media culture as a component of an individual's information and communication competence. The article shows that media education is a systematic process of developing the ability to critically perceive, analyse, evaluate, interpret and create media content in various forms. It examines contemporary approaches to the formation of media competence and the development of media literacy among educators, emphasising the need to integrate digital and multimedia technologies, mobile communications, Internet resources, television and other mass media into the educational process, while drawing attention to the potential risks of manipulative influence. Innovative strategies for introducing media education technologies into the training of future primary school teachers have been identified: integrative, practice-oriented, interactive and reflective, with a description of their content and pedagogical conditions for effective application. The importance of teachers' readiness to use modern technologies, student motivation, the availability of a digital educational environment and scientific and methodological support for the educational process is emphasised. The structure of media literacy of an individual and its main components are considered: knowledge, skills, values, motivational and cognitive abilities that ensure effective perception, critical understanding and creative application of information in professional activity. The role of media culture in the formation of a holistic personality capable of interacting with information flows, analysing media texts and creating their own media products is shown.