Mental Health in School

Mental Health in School

How could I foster critical thinking in my students using media literacy education?

Document Type : action research

Author
Zahra ‌‌aghaiy mazrae shahi
Iran, Qom, Qom University, Faculty of Literature and Humanities, Department of Educational Sciences
10.22034/jmhs.2025.536207.1148
Abstract
This action research aims to investigate the impact of media literacy education on improving the critical thinking skills of 39 fourth-grade female students at Shahid Mohammad Ali Qomi Elementary School, located in District 1, during the academic year 2024-2025. The research model is qualitative, with a descriptive-analytical approach. Data collection methods included questionnaires, interviews, study, and observation of students' performance regarding the level of critical thinking, which was the subject of the research.



In this research, after observing students' weaknesses in critical thinking skills, a media literacy education program was designed and implemented in a 12-session course. This program taught skills for analyzing media messages, including identifying hidden information, evaluating sources, and detecting misinformation. Observation, interviews, critical thinking tests, and student performance reviews were used to collect data.



The results showed that media literacy education had a significant and meaningful impact on students' critical thinking skills. Improved critical thinking in students was observed for analyzing, inferring, evaluating, and reasoning about messages received from the media after completing the media literacy education course. Furthermore, students gained skills in identifying misinformation and evaluating the credibility of sources. These findings highlight the importance of incorporating media literacy education into the school curriculum to strengthen students' critical thinking skills.
Keywords
Media literacy
critical thinking
elementary school students

Subjects

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Mental Health in School
Volume 3, Issue 3 - Serial Number 11
Spring 2025
Pages 127-140