PSYCHOLOGICAL MECHANISMS OF FORMING MEDIA LITERACY IN TEACHERS: CURRENT CHALLENGES AND WAYS OF DEVELOPING ADULT EDUCATION

Abstract

In the course of the study, the authors conducted a comprehensive analysis of the psychological mechanisms of forming media literacy among educators in the context of contemporary challenges of the information society and the development of adult education. The purpose of the article is to reveal the psychological mechanisms of forming media literacy among educators, identify contemporary challenges, and substantiate ways of developing adult education in this area. The research methodology consists of an interdisciplinary approach that combines the principles of psychology, pedagogy and media education, as well as methods of analysis and synthesis of scientific sources, comparative analysis, generalization and systematization of theoretical principles. The study clarified the role of psychological mechanisms such as critical thinking, metacognitive reflection, emotional self-regulation, motivation for professional self-development, and awareness of one’s own information behavior in the formation of media literacy among educators. The scientific novelty of the study lies in the theoretical understanding of teachers’ media literacy as a complex psychological and pedagogical phenomenon of adult education and in the clarification of the system of psychological mechanisms of its formation. It has been theoretically proven that the effectiveness of the formation of media literacy among educators in the adult education system is determined not only by the level of information awareness, but also by the development of the ability to reflectively comprehend media experience, awareness of cognitive distortions, and self-regulation of information behavior in professional activity. The conclusions show that the effective development of media literacy among educators is possible provided that the psychological mechanisms of adult learning are systematically taken into account, the introduction of reflective and practice-oriented educational technologies, and the creation of a supportive educational environment capable of ensuring educators’ resistance to disinformation and manipulative media content.