‘We’re not just teaching media, we’re shaping citizens’: the imperative for media literacy educators to spearhead activist pedagogy in high schools

Activist pedagogy inspires learners to inquire, reflect, and act for change as they engage with socio-political issues. This mixed methods study compares knowledge, attitudes, and practices of activist pedagogy among 235 Israeli high school teachers (83 media educators, 152 others). The research explores how media literacy education, with its emphasis on critical analysis and civic engagement, influences teachers’ approach to activist pedagogy. Results show media educators have significantly higher alignment with activist pedagogy in knowledge and practice. However, both groups demonstrated low attitudes towards their role as socially active teachers across school activities. Qualitative interviews revealed how media educators integrate critical analysis into teaching, while highlighting implementation challenges, particularly in interdisciplinary collaboration. The study uncovers a paradox: despite media educators’ advantage, there’s a disconnect between their potential to lead activist pedagogy initiatives and their perceived role within the school ecosystem. We suggest promoting activist pedagogy led by media educators, emphasizing professional development and cross-curricular collaboration to advance civic engagement in education. The findings have implications for teacher training, curriculum development, and the broader integration of media literacy across disciplines to foster active citizenship in an increasingly complex digital world.