https://doi.org/10.31261/CHOWANNA.2003.21.12
The introduction of media education was motivated by three main factors: the rapid development of mass media and hypermedia and their dominant influence on the current cultural transformations; the leading role of media in institutional, parallel, and lifelong education; and the difficulty in navigating the rich variety of programming content, which differs greatly in both form and substance. All of this compelled the Ministry of National Education to introduce, starting in 1999, the educational pathway “Reading and Media Education” into schools as part of the National Curriculum. This article presents teachers’ opinions regarding the implementation of media education content in middle schools in the form of an interdisciplinary pathway. It also includes the results of research conducted to assess the state of media education four years after its introduction into the National Curriculum. The issue at hand can be summarized by the following question: Are media education contents being properly implemented by teachers at the subject-specific level of education? The study involved middle school teachers from the Silesian Voivodeship. A total of 80 survey questionnaires were distributed across three schools. Responses were received from 46 educators representing the humanities, math and science subjects, foreign languages, technology, computer science, and school librarians. To gain insight into the teachers' perspectives, a survey was developed using a combination of open-ended, semi-open, and closed-ended questions. The closed-ended section included alternative, disjunctive, and conjunctive question formats. This structure was intended to elicit as broad a range of teacher reflections as possible on what, for many of them, were entirely new educational contents within the field of media education. Today's educators grew up in different conditions than the current generation — free from the flood of information constantly streaming from mass media. The challenge of implementing the interdisciplinary media education pathway at the middle school level also stems from the need to appropriately divide its content across all subjects.
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Vol. 2 No. 21 (2003)
Published: 2025-08-18
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