Analysis of Media Competence in Secondary School Students

The objective of this study was to analyze scientific evidence on media competence among students in regular basic education, considering its formative dimensions and pedagogical strategies. A systematic literature review was conducted using a qualitative synthesis approach, following the PRISMA 2020 guidelines. Twenty studies published between 2022 and 2026 involving primary and secondary education students were analyzed. The findings were organized into four dimensions: cognitive, communicative, socioemotional, and pedagogical-sociocultural. The results highlighted the importance of critical thinking, information evaluation, digital safety, and contextualized educational interventions. It is concluded that frequent technology use does not guarantee the development of media competence. Therefore, intentional pedagogical strategies are necessary to strengthen students' critical and communication skills, as well as their responsible participation in digital environments.