Advancing children’s media literacy: A framework for training future educators

Abstract

This study analyzes the training of future educators for the development of media literacy in children, recognizing this competence as a key factor in creativity, critical thinking, and social participation in the digital era. A mixed experimental design was implemented with 78 pre-service teachers divided into an experimental group (n=40) and a control group (n=38). The research combined theoretical methods (analysis, synthesis, and systematization), empirical techniques (questionnaires, observation, and case studies), and statistical validation using the Kolmogorov–Smirnov λ-criterion. The pedagogical model developed integrates external training elements and internal motivational, cognitive, and practical factors that strengthen teachers’ readiness to guide media education in early schooling.