MAPPING MEDIA LITERACY COMPETENCE NEEDS OF FUTURE EDUCATORS: A BASIS FOR MOOC DESIGN
Abstract
This study examines the media literacy competencies required by preservice teachers and their implications for designing effective Massive Open Online Course (MOOC) curricula. A quantitative survey was conducted with 105 preservice teachers from various education programs to map their current competencies and identify training needs. The research utilized a structured questionnaire with 40 items covering five core areas: current media literacy levels, knowledge-based competencies, skill-based competencies, attitudinal competencies, and curriculum design preferences. Results revealed a significant gap between current competencies (66.12%) and expected competencies (above 89% across all dimensions). While participants demonstrated strong capabilities in digital device usage, message evaluation, and content creation, formal media literacy training was notably lacking across programs. The highest expectations were found in affective competencies (91.57%), followed by skill competencies (91.19%) and curriculum design (90.12%). Participants preferred flexible, online training with video materials, discussion-based methods, and project-based assessments delivered within two hours per week. These findings provide empirical insights for developing targeted MOOC curricula that address the specific media literacy needs of future educators in the digital age.
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DOI: https://doi.org/10.17509/e.v25i2.99483
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