The development of media literacy in higher education has become a critical component in preparing students for the digital age. This study examines the integration of pedagogical and communicative theories in teaching media literacy, emphasizing the interplay between theoretical knowledge and practical skills. Through a qualitative analysis of curriculum frameworks and teaching practices, the research identifies effective strategies for fostering critical thinking, information evaluation, and responsible media use among university students. Findings suggest that a combined pedagogical-communicative approach enhances students’ analytical abilities and promotes active participation in media-related discourse. The study contributes to the understanding of how higher education institutions can systematically implement media literacy programs to equip students with essential competencies for the modern information society.

media literacy, higher education, pedagogical theories, communicative theories, digital competence, critical thinking, information evaluation, curriculum development

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