Artificial intelligence in media education: potential, challenges and prospects
Artificial intelligence in media education: potential, challenges and prospects

Summary/Abstract: This article discusses the role of artificial intelligence (AI) in media education, highlighting its potential for developing students' media literacy, the challenges associated with its implementation, its risks, and future directions for development. Particular attention is paid to the personalization of learning, critical thinking, disinformation, and the ethical implications of AI in the educational process. This article attempts to analyse the opportunities AI offers for media education in the context of the dynamically evolving information landscape. The development of artificial intelligence is radically transforming the way society functions, communicates, and processes information. In the context of media education, the emergence of AI, recommendation systems, and content personalization poses new challenges and redefines the competencies that should be developed in students and teachers. Media education can no longer be limited to the analysis of traditional media; it must encompass phenomena related to algorithmization, AI-generated disinformation, and the ethical aspects of using intelligent systems. The aim of this article is to analyse the application of AI-based tools in media education, with particular emphasis on their role in developing critical thinking, verifying information, and personalizing learning. Artificial intelligence in media education has enormous potential to support critical thinking and student autonomy. However, as the analysis through the lens of ETA (Educational Transactional Analysis) shows, technology alone is not enough; the ability to consciously manage one's own ego states is crucial. Due to the rapid development of artificial intelligence, the analysis is based on the current state of knowledge at the time of writing (2025). Long-term empirical research on the impact of artificial intelligence on students' media competences is lacking, so the conclusions are preliminary and analytical in nature.

• Details
• Contents