STAGES OF MEDIA EDUCATION DEVELOPMENT IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE AND THE REPUBLIC OF POLAND: THE REGULATORY AND LEGAL ASPECT (THE LATE XX - EARLY XXI CENTURIES)

Abstract

The article describes the main stages of development of media education in higher education institutions of Ukraine and the Republic of Poland in the late twentieth century - early twenty-first centuries, namely: the first (1991-1999); the second (1991-2010); the third (2010-2016) and the fourth (2016 - present). The features and interconnection of each of the distinguished stages of media education development in this historical period are considered and substantiated.
Attention is focused on the legal framework for the development of media education in Ukraine and the Republic of Poland, namely: The Laws of Ukraine "On Information" (1992), "On Printed Mass Media (Press) in Ukraine" (1993), "On the National Informatization Programme" (1998); the Concept for the Implementation of Media Education (2010; new edition - 2016), etc.; in the Republic of Poland - the Laws "On the Education System" (1991), "On Radio and Television" (1992), the Sejm Resolution "On Building the Foundations of the Information Society in Poland" (2000), etc. The tendencies and main aspects of media education development in higher education institutions of Ukraine and the Republic of Poland are identified.
It is concluded that in modern society, media education is becoming an integral part of the educational process, since media and digital technologies are not only means of communication, but also important tools for shaping worldview, critical thinking and active citizenship. It is noted that media education is aimed at increasing the level of media literacy, which includes an understanding of various media formats, the ability to work with digital tools and interact in the media environment. These skills are becoming especially important in the context of the constant development of media technologies and changes in the way people perceive information.
In this regard, researching and improving media education programmes and methods is an important task that involves focusing on practical skills, analyzing media content and developing media literacy among the subjects of the educational process. Supporting this approach will help train highly qualified professionals capable of effectively using media and digital technologies to achieve educational, cultural and social goals. In turn, this will ensure gradual adaptation to the requirements of the modern information society.