La Alfabetización Mediática desde una Mirada Crítica en Tiempos Digitales

This article analyzes the urgent need for media literacy in the educational context of the 21st century. A systematic review was made using the PRISMA methodology to identify and systematize the main theories, experiences, and challenges associated with this concept. A total of 46 articles published between 2009 and 2025 were reviewed from scientific databases such as Scielo, Redalyc, Scopus, Dialnet, and Ebsco. The study was approached through four categories of analysis: foundations of media literacy, theoretical models in media literacy, the teacher’s role in media literacy, and institutional and cultural barriers. The findings highlight the need to integrate media literacy transversely into curricula and to develop citizens’ critical and digital capacities from a pedagogical perspective. Technological gaps in Latin America and the fundamental role of teachers in media education are also emphasized. It is concluded that media literacy is not only an educational tool but also a pathway to develop a critical, participatory, and truth-committed citizenry in the digital age.