THE EFFECTIVINESS OF PROJECT-BASED LEARNING IN DEVELOPING STUDENTS' MEDIA COMPETENCE

Abstract

The rapid development of digital communication has increased the importance of media competence in higher education. University students need not only technical skills but also the ability to access, analyze, evaluate, create, and communicate media content responsibly. This study examines the effectiveness of project-based learning in developing the media competence of students at a pedagogical university. The research focuses on an instructional approach in which students collaboratively complete authentic media projects, including educational videos, podcasts, digital presentations, social media materials, and fact-checking activities. A mixed-methods design is employed to compare students’ media competence before and after the intervention. Quantitative data are collected through pre- and post-assessments, while qualitative information is obtained from classroom observations, student reflections, project portfolios, and semi-structured interviews. Media competence is evaluated according to students’ ability to locate reliable information, recognize misinformation and bias, interpret media messages, use digital tools, produce purposeful content, respect copyright, and follow ethical communication principles. The anticipated findings indicate that project-based learning can improve students’ critical media analysis, creativity, collaboration, digital content production, and awareness of media ethics. Its practical and learner-centered nature enables students to connect theoretical knowledge with real communication problems and assume greater responsibility for their learning.