Media literacy in the system of professional education

The article discusses methods for developing media literacy as a key element of professional and civic preparation of individuals. The subject of the research is the process of forming media competencies in students within the system of professional education. Special attention is given to the analysis of effective educational methods, including lateral reading, project activities, media analysis, and visual learning tools. The authors view media literacy as a complex social-psychological and ethical phenomenon that influences an individual's ability to critically perceive information, resist misinformation, and consciously interact with the media environment. The article presents the results of international and domestic studies confirming the necessity of integrating media literacy into specialized academic disciplines. The special role of students’ self-efficacy and the importance of regular assessment of media competencies for sustainable development of critical thinking skills and digital responsibility are emphasized. Methods of analytical review of scientific literature, comparative analysis of international and domestic practices, as well as interpretation of the results of empirical and quasi-experimental studies are applied. Based on the studied practices, a set of tools and educational tasks for developing students' media literacy is proposed. The scientific novelty of the work lies in the systematization of current approaches to forming media literacy in the system of professional education, taking into account the digital transformation of the educational process and differences between humanitarian and engineering-technical training areas. The authors propose a comprehensive set of methods for developing media literacy within specialized disciplines through case methods, game technologies, lateral reading, and the use of digital tools for information verification. The necessity of developing not only cognitive skills for media analysis but also sustainable self-efficacy in students—confidence in their ability to recognize misinformation—is justified. It is concluded that only a comprehensive and adaptive approach, combining technological, ethical, and critical-analytical components, can ensure the development of full-fledged media competence. In conclusion, specific educational tasks are provided, describing objectives, stages, and expected outcomes.