Empowering Inclusive Knowledge Societies: Integrating Media Literacy in University-Level Language Education in the USA and Kazakhstan

Perizat Yelubayeva; Lauren Flenniken; Todd Owen; Zhanargul Gabdullina

doi:10.52536/3006-807X.2025-1.005

Authors

Perizat Yelubayeva University of California San Diego, USA; Al-Farabi Kazakh National University, Kazakhstan Author https://orcid.org/0000-0002-5534-0841
Lauren Flenniken University of California San Diego, USA Author https://orcid.org/0009-0002-8944-7660
Todd Owen University of California San Diego, USA Author https://orcid.org/0009-0003-8799-9792
Zhanargul Gabdullina Al-Farabi Kazakh National University, Kazakhstan Author https://orcid.org/0009-0007-7749-6744

DOI:

https://doi.org/10.52536/3006-807X.2025-1.005

Keywords:

educator perspectives, language learning, media literacy, social inclusion, sustainable education, comparative study

Abstract

This research explores the integration of media literacy into university-level language education. It compares the perspectives of language educators in the USA and Kazakhstan, focusing on their potential to empower inclusive knowledge societies by fostering equitable access to critical thinking and media engagement skills. The study aims to uncover how educators perceive media literacy's importance, the extent of its integration, and the social and institutional challenges they face. Employing a comparative survey-based approach, data was collected from the USA and Kazakhstan language educators, addressing the significance of media literacy, integration practices, barriers, and benefits. The data offered a comparative analysis of the two educational contexts.

Findings reveal significant differences between the countries. Educators in the USA report advanced integration of media literacy, supported by institutional frameworks, while their counterparts in Kazakhstan face challenges like resource limitations, insufficient training, and digital inequality. Despite these barriers, educators in both contexts recognize media literacy as a transformative tool for fostering critical thinking, social awareness, and active citizenship.

This comparative analysis illuminates the potential of media literacy to bridge digital divides, promote equitable education, and prepare students for active participation in sustainable, knowledge-sharing communities.

Author Biographies

Perizat Yelubayeva, University of California San Diego, USA; Al-Farabi Kazakh National University, Kazakhstan

Perizat Yelubayeva is a professor at the Department of Language Theory at Al-Farabi Kazakh National University and a scholarly fellow at the University of California, San Diego. Her primary research interests include higher language education, didactics, Teaching English as a Foreign Language (TEFL), intercultural communication, online learning, curriculum development, and the integration of media literacy into language education. Her current research focuses on empowering Kazakh youth through media literacy as a critical socialization and intercultural communication tool.
Lauren Flenniken, University of California San Diego, USA

Lauren Flenniken is an adjunct Professor and scientific advisor at the Leadership Academy for International Professionals at the University of California, San Diego, USA. Her primary research interests lie in higher language education, Didactics, TEFL, intercultural communication, online learning, instructional design. She is dedicated to exploring innovative trends in curriculum development to meet the evolving priorities of the global and state education systems.
Todd Owen, University of California San Diego, USA

Todd Owen is an Instructor and Advisor at the Leadership Academy for International Professionals at the University of California, San Diego, USA. His research focuses on teaching pedagogy in schools, textbook design, curriculum development, and academic writing. He also studies the influence of distance learning on students’ academic performance in higher education programs.
Zhanargul Gabdullina, Al-Farabi Kazakh National University, Kazakhstan

Zhanargul Gabdullina is a PhD student and educator specializing in language education, media literacy, and intercultural communication. Her research areas are the communicative approach in language teaching and learning, intercultural communication, and English language teaching and media literacy. Her current research focuses on empowering Kazakh youth through media literacy as a critical socialization and intercultural communication tool.

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