Non-Formal Education as a Tool for Developing Media Literacy and Critical Thinking in Con-temporary Media Culture: The Ukrainian Context

Abstract

The purpose of the article is to provide a comprehensive analysis of contemporary non-formal media education practices in Ukraine, online courses, and digital educational platforms in the context of developing media literacy, critical thinking, and citizens’ information resilience under conditions of hybrid threats, information warfare, disinformation, and the rapid development of generative artificial intelligence.

Research methodology. The study applies content analysis of official Ukrainian media education platforms, a comparative method for comparing the formats and thematic areas of online courses, a critical analysis of scientific discourse on media education and media literacy, and an empirical method involving the collection and analysis of primary data through surveys of university students. The methods of generalization and systematization were used to develop a typology of contemporary media education projects and determine their functions within the system of non-formal education.

Results. The article analyzes the current state of non-formal media education development in Ukraine and identifies its role in shaping critical thinking, digital culture, and personal information security. The activities of governmental, public, and international institutions in the field of media literacy are examined, including the projects «Filter», «Very Verified», «Media Literacy: Practical Skills», «Media Literacy for Educators», and «Information Hygiene During Wartime». It has been established that contemporary online courses are focused on developing fact-checking skills, information verification, recognition of manipulative techniques, digital security, and understanding social media algorithms. The authors propose a classification of media education projects according to their target audiences and content typology. The main formats of non-formal media education are identified, including MOOCs, edutainment, interactive and gamified projects, and synchronous express initiatives. Considerable attention is paid to the role of game mechanics and interactive simulations in developing resilience to disinformation. The results of the student survey demonstrate a high level of interest in media literacy courses and confirm the positive impact of such training on changing approaches to information consumption. Respondents identified critical thinking, fact-checking, digital security, social media algorithms, and AI-generated content detection as the most practically valuable topics.

The novelty of the study lies in the comprehensive analysis of the contemporary ecosystem of non-formal media education in Ukraine under conditions of digital transformation and hybrid information threats. The article systematizes current Ukrainian online media literacy courses, proposes their typology according to format and target audience, and identifies the specifics of using gamification, interactive practices, and digital platforms in developing critical thinking and citizens’ information resilience.

The practical significance of the study lies in the possibility of using its results for developing new media literacy courses, improving non-formal education programs, integrating digital tools and gamified methods into the educational process, and creating strategies to counter disinformation and foster critical thinking among different age and social groups. The materials of the article may be useful for educators, trainers, journalists, media experts, researchers in social communications, and organizers of educational projects.

Key words: media education, media literacy, critical thinking, non-formal education, digital literacy, disinformation, fact-checking, online courses, information security, artificial intelligence.