MEDIA LITERACY AS A CORE COMPONENT OF TECHNOLOGY EDUCATION: A CURRICULUM PERSPECTIVE

Abstract

In today’s digitally mediated society, the integration of media literacy into technology education is essential to prepare students for critical engagement with digital content. This qualitative study explores how media literacy is currently incorporated into technology education curricula in general-category private universities in Lahore, Pakistan, and identifies the key barriers and facilitators influencing its implementation. Using purposive sampling, in-depth interviews were conducted with 50 university teachers, with data saturation occurring by the 45th interview. Thematic analysis revealed that media literacy is largely absent from formal curricula, often misunderstood as basic digital skills, and hindered by rigid course structures, institutional policy gaps, and untrained faculty. However, student interest in media-related discussions and informal peer collaborations emerged as notable facilitators. The study concludes that meaningful integration of media literacy requires systemic reform, including curriculum redesign, faculty training, interdisciplinary collaboration, and localized resource development. These findings underscore the need to reposition media literacy as a foundational element of technology education in Pakistan’s higher education landscape.