Proposing a Media pedagogy Model for Students Based on an Interpretive Approach and Structural Modeling

The development of information and communication technologies has led to profound and novel changes in lifestyles and the structure of social interactions at individual, institutional, and cultural levels. This has created an urgent need to reconsider how the new generation is educated and to design an indigenous model suited to the country’s cultural and media-specific contexts. Accordingly, the present research asks: What are the key characteristics of a media literacy education model for students? This mixed-methods study employed an exploratory approach. In the qualitative phase, using snowball sampling, in-depth interviews were conducted with 13 experts and professors in communication, media, and education until theoretical saturation was reached. Data were analyzed using grounded theory with a constant comparative method, aided by MAXQDA software, to identify the main dimensions of the issue. In the quantitative phase, a researcher-made questionnaire was distributed among 43 researchers and specialists in media literacy and education in Tehran, using convenience sampling. Questionnaire validity was confirmed through face and content validity, and reliability was established via Cronbach’s alpha. Data analysis was conducted through exploratory and confirmatory factor analysis using SPSS and PLS software. Qualitative results revealed that the indigenous model of media literacy education is structured around three main axes: education (students, families, teachers, and public), supervision (in families, schools, and society), and culture-building (within families, society, and schools). The quantitative findings indicated that all dimensions of the proposed model were validated