AI 中文总结
本研究通过专家访谈与141名大学生调查，探讨技术对媒介教育等领域的影响，发现技术在课程中应用有限且教师培训不足，提出需构建批判性媒介素养以培养学生相关能力。
AI 中文摘要
本研究探讨技术在媒介教育、媒介素养及教育传播领域中的影响，考察学生与学术专家对这些领域的认知与理解，重点关注批判性能力与批判性媒介素养的发展。基于对批判性媒介素养领域顶尖专家的半结构化深度访谈，以及针对141名传播学与教育学专业大学生开展的调查，本研究探究了近期技术进步如何与信息消费挑战（如虚假信息、假新闻、偶然信息接触及深度伪造）相关联，以及这些问题在教育场景中带来的挑战与机遇。结果显示，尽管此类技术为改善教与学过程提供了机遇，但它们在课程中的纳入十分有限且往往流于表面；此外，研究还发现教师在有效管理这些工具的培训方面存在不足，阻碍了学生批判性思维的发展。结论表明，亟需构建批判性媒介素养，不仅要教育学生使用技术，还要让他们能够在伦理与反思性框架内质疑和评估所消费的内容，该框架可促进参与式与批判性公民素养的发展。
英文摘要
This study examines the impact of technology within media education, media literacy, and educommunication, and explores how these fields are perceived and understood by students and academic experts, focusing on the development of critical competencies and critical media literacy. Based on semi-structured in-depth interviews with leading experts in the field of critical media literacy, and a survey conducted with 141 university students in Communication and Education programs, this study explores how recent technological advances are linked to challenges in information consumption-such as disinformation, fake news, incidental exposure to information, and deepfakes-as well as the challenges and opportunities these issues present within educational contexts. The results reveal that, although such technologies provide opportunities to improve teaching-learning processes, their inclusion in the curriculum is limited and often superficial. In addition, we identify shortcomings in how teachers are trained to manage these tools effectively, hindering the development of critical thinking by students. The conclusions suggest a need for critical media literacy that not only educates students in the use of technologies but also allows them to question and evaluate the content they consume, all within an ethical and reflective framework that promotes participatory and critical citizenship.
Comments12 pages, 6 tables
Journal refFrontiers in Human Dynamics (2025), 7, 1608911
DOI：10.3389/fhumd.2025.1608911
