Volume 3, Issue 1 (March 2024)
IJER 2024, 3(1): 122-134 |
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Davarpanah A, Shahamat N, Zarei R, Ahmadi E. (2024). Design and Validation of Media Literacy Education Model in Education: A Qualitative Study. IJER. 3(1), 122-134. doi:10.22034/3.1.122
URL: http://ijer.hormozgan.ac.ir/article-1-123-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-123-en.html
1- Ph.D. student, Educational Management Department, Faculty of Humanities, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Assistant Professor, Department of Educational Management, Faculty of Humanities, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,nader_shahamat@yahoo.com
3- Assistant Professor, Department of Educational Management, Faculty of Humanities, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Assistant Professor, Department of Educational Management, Faculty of Humanities, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,
3- Assistant Professor, Department of Educational Management, Faculty of Humanities, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
Abstract: (218 Views)
Objective: The current study was carried out with the objective of formulating and validating the media literacy instructional model within the educational framework.
Methods: Employing a qualitative exploratory approach, this study utilized purposeful sampling and criteria-based techniques for sample selection. Data collection involved semi-structured interviews during field research and examination of primary documents and educational materials in the library. Theoretical saturation was reached after interviewing 20 individuals, with data analysis conducted through thematic analysis. Following validation and alignment with existing theoretical frameworks and literature, expert opinions were sought regarding the scope and elements of media literacy education.
Results: The findings facilitated the identification of 49 elements distributed across 6 dimensions: media literacy instructors, educational practices, curriculum development, school environment, governmental involvement, and Ministry of Education contributions.
Conclusions: Overall, the results offer valuable insights for educational policymakers aiming to enhance media literacy within the realm of Education.
Methods: Employing a qualitative exploratory approach, this study utilized purposeful sampling and criteria-based techniques for sample selection. Data collection involved semi-structured interviews during field research and examination of primary documents and educational materials in the library. Theoretical saturation was reached after interviewing 20 individuals, with data analysis conducted through thematic analysis. Following validation and alignment with existing theoretical frameworks and literature, expert opinions were sought regarding the scope and elements of media literacy education.
Results: The findings facilitated the identification of 49 elements distributed across 6 dimensions: media literacy instructors, educational practices, curriculum development, school environment, governmental involvement, and Ministry of Education contributions.
Conclusions: Overall, the results offer valuable insights for educational policymakers aiming to enhance media literacy within the realm of Education.
Type of Study: Original |
Subject:
Educational Studies
Received: 2023/04/20 | Accepted: 2023/11/9 | Published: 2024/03/1
Received: 2023/04/20 | Accepted: 2023/11/9 | Published: 2024/03/1
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