Teaching Media Literacy Based on the Experience of Finland and South Korea

Abstract

This thesis explores the methodology of teaching media literacy based on a comparative analysis of Finland and South Korea. The study focuses on how both countries integrate media literacy into their educational systems through different pedagogical approaches. Finland’s model emphasizes critical thinking, interdisciplinary learning, and student-centered education, while South Korea focuses on digital competence, ICT integration, and structured curriculum design. The research analyzes policy documents, academic literature, and curriculum frameworks to identify effective teaching strategies. The findings indicate that both systems are successful in developing students’ media literacy skills, but each has unique strengths and limitations. Finland excels in fostering critical analysis and independent thinking, whereas South Korea demonstrates strong technological and digital skill development. The study suggests that combining these approaches can create a more balanced and effective methodology for media literacy education. The proposed framework highlights the importance of integrating critical thinking with digital competencies. This research contributes to the improvement of media literacy teaching practices in global education systems.