Medienkompetenz und Medienbildung nach ChatGPT: Tragfähige Leitbilder oder notwendiger Paradigmenwechsel?

Recently, not particularly in the wake of ChatGPT and the enormous expansion of AI technologies in everyday life, there has been an increasing call for AI literacy, data literacy, or both. These demands evoke earlier debates on media literacy and media education that increased alongside the development of computer technologies – discourses that have been central to media pedagogy since its inception. Media literacy and media education can be seen as guiding principles in the educational debate on (not only) digitalization. It is evident that digital technologies and their structures have an impact on education and learning, thereby shaping the field of pedagogy as a profession. This article discusses whether previous (media) educational paradigms, such as media literacy and media education, remain viable as disciplinary frameworks in the post-ChatGPT era or require (re)adjustment, as well as their implications for educational research.