Developing Conscious Information Consumption Skills in the Age of Digital Change and Media Technologies

Abstract

Relevance. The need to study media literacy is driven by the growing destructive influence of information, which is transforming public consciousness and increasing the risk of manipulation in the digital environment. Declining trust in the media, the spread of disinformation, and the growing role of social networks as the main source of news require an in-depth analysis of new communication threats and the search for effective means to overcome them, especially in the field of education. Therefore, the problem of critical thinking among young people, who are at the epicenter of digital interaction and most susceptible to information influence, is becoming increasingly relevant. Aim. The purpose of this scientific article is to empirically measure the levels of media literacy and critical thinking in a social sample, as well as to identify the statistically significant impact of variables such as age, level of education, and participation in media education programs on the formation of relevant cognitive competencies. Methods. During the study, a sociological survey was conducted among Ukrainian citizens in 2024-2025 using a structured online questionnaire, which allowed us to form the initial data for further analysis. Based on this data, the hypotheses were tested using the classic Student's t-test for independent samples with the JASP software package (in particular, the “Descriptives” and “Independent Samples T-Test” tools). Results. The results of the analysis revealed that taking media education courses has a statistically significant impact on the level of media literacy (M = 32.915 and 20.910) and critical thinking (M = 33.111 and 21.059) among respondents, as evidenced by a t-test with a high Cohen's effect (d ≈ -1.57, p < 0.001). The educational level of respondents has a significant impact on cognitive indicators, in particular, respondents with higher education had significantly higher mean values of media literacy (M = 30.023 and 18.473 at p < 0.001) and critical thinking (M = 30.556 and 18.871 at p < 0.001). In addition, a statistically significant age differentiation was found in the levels of media literacy (Group 0: M = 29.904, SD = 6.301; Group 1: M = 20.448, SD = 9.380) and critical thinking (Group 0: M = 30.201, SD = 6.530; Group 1: M = 20.510; SD = 9.209), as evidenced by high t-statistics (t = -13.244; p < .001) and a large Cohen's effect (d = -1.187), indicating a significant association of younger age with higher levels of cognitive competence. Conclusions. The study revealed a low level of media literacy and critical thinking among certain groups of respondents, which indicates the need to implement systematic educational programs aimed at developing cognitive and socio-communication skills. Importantly, the findings highlight the potential of e-learning as an effective environment for media literacy development, since online courses and digital learning platforms can flexibly adapt content for different age and educational groups. This supports the practical integration of media literacy modules into formal and informal e-learning formats, demonstrating how digital tools enhance accessibility and personalization of training. Furthermore, the results reveal a shift in e-learning theory, showing that the effectiveness of online learning in this domain depends not only on access to information but also on the design of interactive, competence-oriented educational interventions. Thus, the study contributes to both the practice and theory of e-learning by identifying critical factors for structuring digital courses that strengthen resilience against disinformation and manipulation. At the same time, the lack of a deeper analysis of socio-cultural factors is a limitation, which opens prospects for further interdisciplinary research in this area.