LEARNING MEANINGFULLY IN A DIGITAL WORLD: HOW DIGITAL AND MEDIA RESOURCES TRANSFORM LEARNING IN NON-FORMAL FOREIGN LANGUAGE EDUCATION
DOI:
https://doi.org/10.35120/sciencej0403013gKeywords:
media pedagogy, digital literacy, non-formal education, foreign language teaching, critical thinkingAbstract
In the context of accelerated digitalization and the growing importance of media in everyday life, the educational process faces the challenge of adequately responding to new realities. The present article examines the role of media pedagogy as a conceptual and practical framework for the effective use of digital and media resources in non-formal foreign language education. The main goal is to explore how media pedagogy can contribute to building digital-media literacy and developing critical thinking among students educated outside the formal educational system.
The study combines theoretical analysis with empirical data collected through an online survey of 42 foreign language teachers in Bulgaria working in the field of non-formal education. The results show that teachers actively use digital tools such as interactive platforms, mobile applications, and multimedia resources, have a positive attitude towards innovative methods, and strive to include them in a balanced way in the educational process. At the same time, teachers pay special attention to the possible problems that may arise from unfocused and one-sided use of digital-media resources, as well as their excessive use.
At a theoretical level, the article outlines the development of media pedagogy and presents conceptual models for critical thinking and digital learning. The emphasis is on the application of project-based learning, critical analysis of media content, and the integration of digital communication in language practices – methods actively used in foreign language education in non-formal settings.
The conclusions highlight that non-formal education creates a favorable environment for the development of digital-media literacy among young people. Systematic support is recommended for improving teacher qualifications, creating sustainable educational policies, and adapting teaching methods to the needs of the digital generation.
This study contributes to the scientific and practical debate on meaningful learning in a digital environment by placing media pedagogy at the center of the transformation of non-formal foreign language education.
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