Media Literacy Education in Secondary School: Teachers’ Attitudes



The media and technological advances have massively changed our lives. Therefore, in light of the emerging media landscape, the notion of literacy has been expanded and the need to develop media literate learners who are producers as well as consumers has been reinforced. Being literate in the 21st century requires the integration of new curricula in the current education system to challenge the critical understanding of learners and help them assimilate the diverse codes involved in the contemporary media system. Given this context, this research aims to investigate the state of media literacy education in the secondary school system in Morocco. The purpose of this study is to examine the integration of media literacy education in the secondary school focusing on teachers’ attitudes. For this purpose, a survey research is conducted with a sample of 190 teachers. The survey data are described and analyzed using descriptive as well as inferential statistics. Based on the findings, the implementation of media literacy education as an official component in the Moroccan secondary school curriculum is significantly influenced by organizational, systematic, and attitudinal factors. The challenges of incorporating and developing media literacy in the Moroccan educational system are multiple, including inadequate school support, weak professional development, and obsolete classroom practices. Eventually, this study is an attempt to provide a starting point to the quantitative evaluation of media literacy education and make an argument for the implementation of the field within Moroccan educational institutions.

Keywords: Media literacy education; Secondary school; Curriculum; Media; Information and communication technologies; Integration

DOI: 10.24193/jmr.33.1