AN ANALYTICAL REVIEW OF EU STRATEGIC DOCUMENTS IN THE CONTEXT OF MEDIA EDUCATION DEVELOPMENT

The article presents a thorough analysis of key strategic documents of the European Union which define the directions for the development of media literacy including Digital Education Action Plan 2021–2027, European Democracy Action Plan, European Media and Audiovisual Action Plan and Treaty on the Functioning of the European Union. The results of the analysis show that European policy in the field of media education and digital literacy is comprehensive and based on three interrelated areas: the development of critical thinking and civic competences, the creation of a safe and democratic information space, and systematic support for educational institutions and teachers. European Union documents form a multi-level regulatory and strategic framework for the development of media education. The Treaty on the Functioning of the European Union lays down the legal basis for the EU education policy. The Council Recommendations define the directions of reforms in the member states. The European Commission Communications are strategic documents that initiate policy and set priorities. The next level consists of strategic plans and frameworks that set methodological guidelines for citizens’ digital competence. Expert documents play an important role, in particular the ECSWE position paper, which is analytical and advisory by nature. The EDMO Guidelines for Effective Media Literacy Initiatives provide an example of a synthesis of normative and practical approaches aimed at the development critical thinking, ethical media consumption and civic participation. The strengths of European strategies lie in their systematic nature, focus on long-term perspective, support for cross-sectoral cooperation, and inclusion of education as a key element of information security. Meanwhile, the lack of specificity in the tools for adapting these approaches to national contexts, as well as the absence of unified mechanisms for assessing the level of media literacy in teaching practices are defined among the problematic issues. These documents are of strategic importance for Ukraine. They can serve as a methodological basis for developing national media education policy. Their practical value lies in the possibility of using the mechanisms developed by the EU as models for building Ukrainian media literacy programmes, taking into account the modern digital environment and the course of European integration.