Evolution of Knowledge Structure and Innovation of Teaching Models in Media Education in the Era of Media Convergence

Yang Chen; Lihua Feng

doi:10.70088/0gg8dm10

Authors

Yang Chen Hainan Vocational University of Science and Technology, Haikou, Hainan, 571126, China Author
Lihua Feng Hainan Vocational University of Science and Technology, Haikou, Hainan, 571126, China Author

DOI:

https://doi.org/10.70088/0gg8dm10

Keywords:

media education, media convergence, teaching models, digital literacy, knowledge structure, innovation, pedagogy

Abstract

This review paper examines the evolution of knowledge structures and the innovation of teaching models in media education within the context of media convergence. It investigates the historical development of media education, tracing the shift from traditional communication studies to contemporary digital media literacy. Core themes explored include the changing nature of media knowledge and skills required for educators and students, as well as innovative pedagogical approaches designed to address the challenges and opportunities presented by media convergence. A comparative analysis of different teaching models is conducted, highlighting both their strengths and limitations in fostering critical media consumption and creative media production. Furthermore, the paper addresses the challenges of integrating rapidly evolving technologies into the curriculum and the need for ongoing professional development for educators. Finally, it explores future perspectives on media education, emphasizing the importance of adaptive learning, personalized instruction, and interdisciplinary collaboration. This review provides a comprehensive overview of the current state of media education and offers insights into future directions for research and practice, aiming to equip educators and students with the necessary tools and knowledge to navigate the complex media landscape.

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