DEVELOPING MEDIA LITERACY AND CRITICAL THINKING IN THE PROCESS OF INDEPENDENT LEARNING

Abstract

This article reviews contemporary scholarly perspectives on the development of media literacy and critical thinking within independent learning. Based on 22 international and regional peer-reviewed sources published between 2010 and 2024, the study examines how these competencies converge in the digital age as essential twenty-first-century skills. The paper analyzes key theoretical approaches to media literacy, critical thinking and self-directed learning, including major models proposed by international scholars and UNESCO frameworks. It also discusses effective pedagogical strategies such as inquiry-based learning, problem-based learning, lateral reading, Socratic questioning, reflective journaling and flipped classroom methods. Special attention is paid to the modernization of Uzbekistan’s higher education and teacher training in line with international assessment programs. The article concludes with practical recommendations for educators and curriculum developers.

Keywords

media literacy, critical thinking, independent learning, self-directed learning, twenty-first-century skills, digital pedagogy, information literacy, lateral reading, inquiry-based learning, Bloom's taxonomy, reflective practice, higher education in Uzbekistan, lifelong learning, disinformation.