ARTIFICIAL INTELLIGENCE AND MEDIA LITERACY: UPDATING TEACHER TRAINING PROGRAMS

Abstract

In the modern information society, the development of media literacy of teachers is extremely relevant, especially in the context of the rapid introduction of artificial intelligence (AI) and its impact on the media space. The use of AI in content creation opens up wide opportunities for generating texts, images, video, and audio, which greatly complicates the process of identifying true information and countering manipulation. This problem is especially relevant in the context of the Russian-Ukrainian hybrid war, as the enemy is actively using disinformation, propaganda, and information and psychological operations to manipulate public opinion both in Ukraine and abroad. In this regard, there is a need to implement effective teacher training programs aimed at developing critical thinking and skills in analyzing media content using AI. 

This article presents the results of a study of teachers' media literacy and awareness of AI-generated content. To collect data, a test was conducted to assess teachers' ability to recognize fake news, detect manipulations in text and visual information, and analyze information sources for reliability. The results of the study showed that most teachers face difficulties in identifying AI-generated content and need additional knowledge and skills to critically analyze it.

Based on the data obtained, a training program was developed to improve the level of media literacy of teachers in the context of AI. The training includes theoretical and practical aspects, including an introduction to the basic concepts of media literacy, an analysis of the role of AI in creating media content, and a review of technologies used by media companies to generate news and visual materials. Special attention is paid to the problems of generative content, its impact on information consumers, as well as methods of fact-checking and detecting disinformation using digital tools.

The proposed training is one of the possible solutions to improve information analysis skills, raise media awareness, and develop a responsible attitude to content dissemination.

Thus, the findings of this study can serve as a basis for further improving media literacy curricula, in particular for developing comprehensive strategies for introducing AI into education, taking into account its potential risks.