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Journal articles on the topic 'Mass media and education'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Bisquerra-Alzina, Rafael, and Gemma Filella-Guiu. "Emotional education and mass media." Comunicar 10, no. 20 (March 1, 2003): 63–67. http://dx.doi.org/10.3916/c20-2003-09.

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The aim of this paper is to analyze the relationships between emotional education and the media from two different points of view. On the one hand, the emotional dimension of the media and their implication in education. On the other hand, the media as a El objetivo de este artículo es reflexionar sobre el binomio «educación emocional y medios de comunicación» desde dos puntos de vista. Por un lado, la dimensión emocional de los medios de comunicación y su implicación en la acción educativa y, por otro, los medios de comunicación como transmisores de educación emocional. Los autores finalizan presentando un conjunto de programas de educación emocional.

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2

Davis, Stephen M. "Community Stroke Education Using Mass Media." Stroke 38, no. 7 (July 2007): 2034–35. http://dx.doi.org/10.1161/strokeaha.107.488312.

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3

Kenny, Fiona. "Medical education via the mass media." BMJ 332, Suppl S4 (April 1, 2006): 0604168. http://dx.doi.org/10.1136/sbmj.0604168.

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4

Azamatova, Eshboeva Shoira. "THE ROLE OF MASS MEDIA IN EDUCATION AND ITS IMPACT ON TEACHER-STUDENT RELATIONSHIP." Eurasian Journal of Academic Research 03, no. 02 (February 1, 2023): 31–37. http://dx.doi.org/10.37547/ejar-v03-i02-p4-126.

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Nowadays mass media plays an important role in every sphere of our life. With that being said, education is also advancing day by day. It isn’t confined to the four walls of a classroom anymore. Mass Media is responsible for this development to an extent. In this article, we will learn about the Role of Mass Media in Education and teacher-student relationship.

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Basu, Sourish. "Essays - Mass media 101: The AAAS mass media fellowship." IEEE Potentials 26, no. 6 (November 2007): 7–9. http://dx.doi.org/10.1109/mpot.2007.909856.

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6

Bajrami, Demush, Teuta Reci, and Arburim Iseni. "Public Relations, Mass Media and Informal Education." European Scientific Journal, ESJ 12, no. 19 (July 29, 2016): 305. http://dx.doi.org/10.19044/esj.2016.v12n19p305.

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Nowadays, governments, educational institutions, non-governmental organizations, the private economy and each individual make an effort to integrate the idea of sustainable development in all areas of the educational system. Specific skills and knowledge that we gain as children and teenagers in the family, at school, in training or university will not last for a lifetime. Humanity is programmed to survive. In this context the term ‘programmed’ does not mean the same thing that we use in the computer sciences. Herein, we are dealing with emotional tangle and the continuing struggle to find ourselves. In this way we discovered education as a process. The purpose of practicing this process is that the personal development of an individual can be organized by certain rules. However, the formality enters the function to some extent and we also know that man is inclined to lay in his use of free will. So now we have reached to a new discovery, which is appointed as informal education. This paper, first of all encompasses this form, but also skewed approach to public relations and prospects is also different from those which have been hitherto. First, we will discuss what PR is. Further, we will elaborate education as a process; moreover, we will see how it can be split any further. Hence, history encompasses a factual situation. Lastly, it will be given the interconnection among PR, mass media and informal education.

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de-Andrés-Garrido, José María. "Fashion and mass media and civic education." Comunicar 14, no. 27 (October 1, 2006): 13–18. http://dx.doi.org/10.3916/c27-2006-03.

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Fashion and mass media are social core elements with an educational function that may even replace the educational frarnes provided by the family. The social effects of media power are shown to be negative: young citizens do not like topics of public interest, they are only interested in consuming and they believe that their own destiny does not depend on their personal decisions but on higher social power. La moda y los medios de comunicación son ejes vertebradores de la sociedad actual que poseen una función educadora sustituyendo, en muchos casos, incluso a la familia como referente educativo. Los efectos de este poder mediático están siendo negativos: a los jóvenes ciudadanos no les gustan los temas de interés público, sólo se busca el consumismo y consideran que el destino de las personas no está en sus manos, sino en los altos círculos del poder.

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8

Adcock, Anthony G., Stephen Nagy, and Arnelle S. Adcock. "Utilizing Mass Media to Promote Health Education." Health Education 21, no. 1 (February 1990): 22–25. http://dx.doi.org/10.1080/00970050.1990.10616166.

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9

Griffith, C. J., K. A. Mathias, and P. E. Price. "The Mass Media and Food Hygiene Education." British Food Journal 96, no. 9 (October 1994): 16–21. http://dx.doi.org/10.1108/00070709410072535.

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10

Mathrubootham, N. "Impact of Sex Education through Mass Media." Indian Journal of Psychological Medicine 22, no. 1 (January 1999): 9–14. http://dx.doi.org/10.1177/0975156419990103.

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11

Caldwell, Elizabeth Frances. "Quackademia? Mass-Media Delegitimation of Homeopathy Education." Science as Culture 26, no. 3 (April 27, 2017): 380–407. http://dx.doi.org/10.1080/09505431.2017.1316253.

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12

van Peer, W. "Reading, culture and modern mass media." Journal of Studies in International Education 14, no. 5 (January 1, 1988): 305–9. http://dx.doi.org/10.1177/102831538801400508.

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13

Gritskevich, Yulia Nikolaevna, Svetlana Viktorovna Lukyanova, and Larisa Mikhailovna Popkova. "Media text and media literacy in the higher education system." Samara Journal of Science 11, no. 4 (December 1, 2022): 253–58. http://dx.doi.org/10.55355/snv2022114304.

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The paper is devoted to the role of the mass media text in the modern system of higher education while training graduates in media field, linguists, philologists, teachers of literature and the Russian language. The authors substantiate the necessity to update the approaches to the use of mass media text in educational programs in connection with changes in ideological, socio-political, economic processes. Media literacy of a university graduate implies competent interaction with the information environment, modeling of their own information behavior, professional perception and evaluation of the information in the media. The paper analyzes the use of mass media text in the educational process from the point of view of different education process participants, and also suggests the organization of training graduates to work with mass media text in three vectors educational, scientific research and the vector of personal development. The authors of the study emphasize the importance of the use of media text in teaching linguistic courses in various areas of training and the necessity to redefine the approaches to student-research activities and educational work. The preparation of a university graduate should be adjusted to the current social demand: the modern media text has a significant impact on the individuals worldview, as well as on the formation of civic responsibility and patriotism.

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14

HOWELLS, RICHARD. "Media, education and democracy." European Review 9, no. 2 (May 2001): 159–68. http://dx.doi.org/10.1017/s1062798701000151.

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Media, education and democracy are inseparably connected, as an educated citizenship is fundamental to the proper working of democracy. The mass media have a demonstrated and vital capacity to educate, especially beyond the parameters of formal education. The nature of such education is both civic and social, deliberate and unintentional. Vigilance is required to separate education from persuasion, information from propaganda. Given the centrality of media to democracy, not only do the media have an obligation to educate the citizenship, but the universities need to educate the citizenship about the media. Without such education, democracy itself is threatened.

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Soriano-Ayala, Encarna, and Manuel José López-Martínez. "Mass media and intercultural education at Secondary School." Comunicar 10, no. 20 (March 1, 2003): 69–77. http://dx.doi.org/10.3916/c20-2003-10.

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The effective recognition of an intercultural social framework in a democratic society can be achieved through the use of mass media in the teaching and learning process. Thus taking advantage of both new technologies and mass media in the ESO classroom mEl reconocimiento efectivo de un marco social intercultural, en una sociedad democrática, se puede lograr a través del uso crítico de los medios de comunicación en el proceso de enseñanza y aprendizaje. El aprovechamiento de las nuevas tecnologías y los medios de comunicación en la Educación Secundaria se convierte en una excelente oportunidad para interpretar una realidad cultural con toda su complejidad. Es un reto para la educación pública la consolidación de unos valores que favorezcan la construcción de una ciudadanía intercultural.

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16

Takizawa, Tatsuko. "Music Education and the Mass Media in Japan." International Journal of Music Education os-6, no. 1 (November 1985): 3–5. http://dx.doi.org/10.1177/025576148500600101.

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Shcherbakova, Olena, and Svitlana Nikiforchuk. "CORE CONCEPTS OF MEDIA LITERACY: IMPORTANCE OF MEDIA EDUCATION." Scientific Journal of Polonia University 51, no. 2 (June 14, 2022): 155–62. http://dx.doi.org/10.23856/5119.

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The aim of this paper is to differentiate the notions “media literacy” and “media education” as the main terms of a contemporary dominated field of research which study mass media and its influence on society. The article reveals different approaches of scholars on media literacy and media education as specific and autonomous field of knowledge in pedagogical theory and practice. It also reflects various definitions of these terms and the way they developed through the rapid evolution of digital technologies and mass media means. Media education is based on the study of five core concepts, which are considered in the article. The authors also review some new trends of media literacy education development, its social and academic importance and rapid growth around the globe. Considering the importance of teaching media literacy in the Ukrainian higher education institutions, the authors give the part of the practical lesson in the discipline “Info-Media Literacy and Critical Thinking” to show how students can reflect on the personal media consumption and footprint.

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18

Lijnse, P. L., H. M. C. Eijkelhof, C. W. J. M. Klaassen, and R. L. J. Scholte. "Pupils’ and mass‐media ideas about radioactivity." International Journal of Science Education 12, no. 1 (January 1990): 67–78. http://dx.doi.org/10.1080/0950069900120106.

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19

Saragih, M. Yoserizal. "Journalistic Mass Media Management." SIASAT 5, no. 4 (October 31, 2020): 59–64. http://dx.doi.org/10.33258/siasat.v5i4.71.

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This study aims to discuss the Journalistic Mass Media Management. This study use quantitative method. The result shows that Mass media consists of printed mass media and electronic mass media. Print mass media in the form of newspapers, magazines, books, tabloids, and so on. Meanwhile, electronic mass media can be in the form of television, internet and radio. The mass media also has several functions, including an information function, an agenda function, a liaison function for people, an education function, a persuasion function, and an entertaining function. The messages conveyed by the mass media are new, interesting, and important. The effects of the mass media are also very large for society. Self-change in society occurs because of the mass media. The effect of the mass media is also related to the message itself. Today, we know the development of the mass media is very fast. However, it would be nice if the mass media developed to carry messages in accordance with the culture of the Indonesian people. The mass media should provide useful messages for the wider community.

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20

Saragi, Veronica, Annisa Septiani, and Jumiati Jumiati. "Seeing the Media Education from the Lens of Critical Discourse Analysis." ELSYA : Journal of English Language Studies 2, no. 1 (February 26, 2020): 27–31. http://dx.doi.org/10.31849/elsya.v2i1.3625.

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This paper about critical discourse analysis in media education. Students have used mass media to help them to learn. They get any information from it. Although mass media can help the students to learn, mass media also has an adverse effect. For that, the students must know how to critically mass media such as they know the theory of critical practice, critical media literacy and CDA in the education media.

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21

Greenberg, Bradley S., Hairong Li, Linlin Ku, and Jiangang Wang. "Young people and mass media in China." Asian Journal of Communication 1, no. 2 (January 1991): 122–42. http://dx.doi.org/10.1080/01292989109359534.

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22

Liceras-Ruiz, Ángel. "Mass media, non-formal education and social representations on violence." Comunicar 13, no. 26 (March 1, 2006): 207–14. http://dx.doi.org/10.3916/c26-2006-32.

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Mass media, through their programs, news and the informal education they spread, show social representation on reality, being the ones referring to violence of great importance in our culture. In order to investigate on the educative influence of mass media in the social representations on violence and the social practices that such representations favour, its characteristics and their school discussion make specific the content of this paper. Los medios de comunicación de masas, a través de sus programas e informaciones y de la educación informal que difunden, contribuyen a conformar representaciones sociales sobre la realidad que muestran. Entre ellas, las referidas al fenómeno de la violencia constituyen hoy día un componente de enorme importancia en nuestra cultura social. Indagar sobre la influencia educativa que ejercen los medios de comunicación en la configuración de representaciones sociales sobre la violencia y las prácticas sociales que tales representaciones favorecen, sus características y su tratamiento escolar concreta el contenido de este artículo.

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23

B. Mušikić Popović, Ilinka, and Ilma Plojović. "BASIC PARADIGMS OF IMPLEMENTATION OF MASS MEDIA IN EDUCATION." SCIENCE International Journal 2, no. 3 (September 26, 2023): 119–22. http://dx.doi.org/10.35120/sciencej0203119m.

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The current development of science has influenced technology to reach all segments of life. Namely, the media plays a big role in human development. At the very mention of mass media, we mean a whole treasury of technologies that transmit information and send certain messages. Classical mass media include: print (books, newspapers, posters, leaflets, comics), film, television and media of new information and communication technologies. Multimedia content animates children so much that they spend most of their time with the Internet and television, which confirms their enormous influence on shaping their lives.Although it covers all age groups, scientists are most interested in the impact of mass communication tools on children. Most of them believe that the means of mass communication are dangerous for children, that they leave a deep mark, because children are more prone to be blinded by negative influences. The expansion in the development of the media triggers new dilemmas, which are related to the impact on young people, which depends above all on the content which is plasira, and then and types of media, can be positive, and also negative. However, knowing that films, television, the Internet or the press are the fastest means of influencing children and even the elderly, we cannot view the mass media only as a possibility of negative action, but how to achieve positive, cultural and educational influences on the media with the same intensity. children’s attitudes and behavior. The modern way of teaching is most effective by using a wide range of teaching tools that motivate students to learn the teaching material. From the point of view of Gogo, the competence of teachers is also necessary for their implementation in teaching with the aim of meeting educational needs. The intention of the work is to train students for the rational application and adoption of appropriate educational content through means of mass communication.

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Martínez-Fresneda-Osorio, Humberto. "The protagonism of the mass media in student’s education." Comunicar 13, no. 26 (March 1, 2006): 143–48. http://dx.doi.org/10.3916/c26-2006-22.

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The emergence of the media as a complementary school parallel to schools, invites the educational community to rethink about the most effective way to integrate media into the school curriculum in order to encourage and help students in their education. Through this relationship among mass media reality and students themselves, schools arises as the key where offering a correct media interpretation. La aparición de los medios de comunicación como «escuela» complementaria de formación, paralela a los centros escolares, invita a la comunidad educativa a replantearse la manera más efectiva de integrarlos en el currículum escolar con el fin de ayudar al alumno en su proceso de formación. De esta relación de los medios de comunicación con la realidad y los propios alumnos se desprende la necesidad de ofrecer, desde la escuela, claves para su correcta interpretación.

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25

Mosa, Ali A. "Culture in Education and Mass Media: Conformation or Confrontation?" Educational Media International 36, no. 1 (March 1999): 37–40. http://dx.doi.org/10.1080/0952398990360106.

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26

Kotsalas, Ioannis P., Anna Antoniou, and Michael Scoullos. "Decoding Mass Media Techniques and Education for Sustainable Development." Journal of Education for Sustainable Development 11, no. 2 (September 2017): 102–22. http://dx.doi.org/10.1177/0973408218761229.

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A fundamental objective of environmental education (EE) and education for sustainable development (ESD) is the promotion of critical thinking, through which learners could resist messages (e.g., from TV), leading to unsustainable lifestyles and practices. The analysis of messages from media was used for: identifying influencing techniques; presenting these techniques to secondary school students allowing them to identify the techniques in messages from advertisements and assess their impact. After a very brief educational intervention, 84 per cent of the students were able to identify and decode techniques and make useful reflections. Furthermore, some techniques were tested as potentially useful for enhancing learning and/or environmental-friendly attitudes. The use of advertisement methods in teaching did not facilitate the assimilation of knowledge related to environmental science (chemistry); however, it improved the attitudes towards environmental-friendly and sustainable approaches.

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27

Gupta, Sushma. "Use of the mass media for education in Ethiopia." Communication Review 1, no. 1 (January 1995): 101–9. http://dx.doi.org/10.1080/10714429509388253.

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Navarro-Morcillo, Fernando. "Teenagers´comsuption habits of mass media." Comunicar 11, no. 21 (October 1, 2003): 167–71. http://dx.doi.org/10.3916/c21-2003-27.

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This papers tries to find out about mass media comsuption habits in school teenagers from Córdoba (Spain). The author has carried out a study in a high school in order to discover which is the perception teenagers have of the mass media. Using this knowledges, the author thinks we could improve educational process. En una sociedad tan dinámica como la actual se hace necesario para educadores y familias conocer con la mayor precisión posible los hábitos de consumo de medios de comunicación de nuestros jóvenes, tanto en su dimensión cuantitativa como en la referida a la percepción que de ellos tienen. De su conocimiento se derivará la toma de decisiones para orientar ese uso hacia una mejora del proceso educativo. Este estudio intenta aproximarse a esa realidad a través de la población escolar de un Instituto de Secundaria que puede ser representativo de la mayoría de los de nuestra Comunidad.

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Aznar-Díaz, Inmaculada, and Francisco Fernández-Martín. "Sexual stereotypes acquisition through mass media." Comunicar 12, no. 23 (October 1, 2004): 121–23. http://dx.doi.org/10.3916/c23-2004-20.

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It is necessary to establish a specific education from school and with the family collaboration about massive information which is sent by mass media, particulary television and Internet, which are preferred by children and young people. The information broadcast by mass media influences future personality and, in the case of sexual stereotypes it will take part in future interpersonal relations. Therefore, we need to analyse and lead information in a critical sense in order to get a real vision of it. It should also be pointed out the big importance of advertising spread by mass media because it is the most influent phenomena regarding on these specific stereotypes. Es necesario establecer una educación específica, desde la escuela y en colaboración con la familia, sobre la masiva información que se trasmite en los medios de comunicación más utilizados hoy en día tanto por niños como por jóvenes (televisión e Internet). La información trasmitida en los medios influye en la configuración de la personalidad futura y en el caso de los estereotipos sexuales intervendrá en las futuras relaciones interpersonales, es por ello la necesidad de canalizar la información y analizarla críticamente para obtener una visión real de la misma. Especial mención merece la publicidad que se propaga en estos medios ya que es el elemento más favorecedor de dichos estereotipos y donde tenemos que hacer mayor hincapié.

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Singh Kushwaha, Vibha. "MASS MEDIA IN DISSEMINATING ENVIRONMENTAL AWARENESS." International Journal of Research -GRANTHAALAYAH 3, no. 9SE (September 30, 2015): 1–4. http://dx.doi.org/10.29121/granthaalayah.v3.i9se.2015.3185.

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Developments in the field of science and technology while paving way for too many revolutions on the one hand had resulted in serious environmental problems on the other. At this juncture, the role of mass media becomes pertinent in spreading environmental awareness. The approach to entertainment- education can be a very promising one in creating environmental awareness via the usage of media such as, newspapers and magazines, radio, television and Internet.

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Millán-Paredes, Tatiana. "From mass media to a digital man." Comunicar 12, no. 23 (October 1, 2004): 83–87. http://dx.doi.org/10.3916/c23-2004-14.

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New technologies have changed our approach to the world providing new ways to communicate with reality. They are considered as big frames to the open world showing us some aspects of reality, removing some others and making us playing the role of constant receivers that see through somebody else´s eyes biassed sight. Las nuevas tecnologías han cambiado la forma de acercarnos al mundo, han proporcionado vías de contacto con la realidad diferentes y una perspectiva mediatizada por los medios de comunicación que se definen como grandes ventanas al exterior; dándonos a conocer unos aspectos, eliminando otros y colocándonos en un papel de receptores constantes que miran a través de los ojos de otros con mirada intencionada.

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32

Min, Hee Jung, and Joseph Lynn. "De-capitalizing Mindfulness in Education." Critical Sociology 46, no. 6 (November 6, 2019): 931–46. http://dx.doi.org/10.1177/0896920519878486.

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This paper aims to analyze mindfulness in education from a critical perspective. We first examine the historical underpinnings of human capital theory, which encourages educators to view students as efficient laborers in a neo-liberal society. Using the lens of Bourdieu’s capital theory, we further examine how mass media inadvertently distorts the definition of mindfulness by exploring the development of a specific mass media story and by identifying how mass media factors beyond headlines and titles reframe mindfulness. We argue that this type of reframing has created a public perception of students who practice mindfulness as not only successful in social relationships but also as valued laborers who expand economic growth. This analysis opens two doors of discourse. First, mindfulness in education should be de-capitalized and shifted toward a spiritual focus. Second, we ask educational writers and publishers to redirect mindfulness applications away from their original purpose.

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Gandy, Oscar H., Jannette L. Dates, and William Barlow. "Split Image: African Americans in the Mass Media." Journal of Negro Education 60, no. 3 (1991): 490. http://dx.doi.org/10.2307/2295502.

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34

Bontinck, Irmgard. "Music In Cultural, Educational and Mass Media Policies." International Journal of Music Education os-12, no. 1 (November 1988): 62–63. http://dx.doi.org/10.1177/025576148801200118.

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Bontinck, Irmgard. "Music in Cultural, Educational and Mass Media Policies." International Journal of Music Education os-13, no. 1 (May 1989): 53–57. http://dx.doi.org/10.1177/025576148901300111.

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Bontinck, Irmgard. "Music in Cultural, Educational and Mass Media Policies." International Journal of Music Education os-16, no. 1 (November 1990): 60–61. http://dx.doi.org/10.1177/025576149001600113.

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37

Etzkorn, K. Peter. "Music in Cultural, Educational and Mass Media Policies." International Journal of Music Education os-17, no. 1 (May 1991): 68–71. http://dx.doi.org/10.1177/025576149101700115.

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38

Hossin, Md Ekram. "Media, Business Education and E-Learning: An Insinuative Overview." American Journal of Trade and Policy 3, no. 1 (April 30, 2016): 15–20. http://dx.doi.org/10.18034/ajtp.v3i1.395.

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Media, education, and e-language are interrelated. Media is the right medium to make profitable business activities. Education enlightens the heart of people and business education can make the people learn about the proper ways of business. So, these three are correlated. Mass media plays a significant role in shaping public perceptions on a variety of important issues in business education. They also function in influencing modern business culture and education by selecting and portraying a particular set of beliefs, values, and traditions as reality. Mass media plays an important role in business education. Business has a noble position as an ideal occupation. Mass media helps to enhance the range of business education for the development of the country as well as the world. This descriptive and analytic research work finds out the insinuative and synchronic synopsis of media, education and e-language. JEL Classifications Code: M19

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Podschwadek, Frodo. "Inoculation against Populism: Media Competence Education and Political Autonomy." Moral Philosophy and Politics 6, no. 2 (November 18, 2019): 211–34. http://dx.doi.org/10.1515/mopp-2018-0035.

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Abstract This paper offers an analysis of the relation between political populism and mass media, and how this relation becomes problematic for democratic societies. It focuses on the fact that mass media, due to their purpose and infrastructure, can unintentionally reinforce populist messages. Research findings from communication science and political psychology are used to illustrate how, for example, a combination of mass media agenda setting and motivated reasoning can influence citizens’ political decisions and impair their political autonomy. This poses a particular normative challenge for modern democracies: how to counter these populism-supporting effects within the constraints of democratic legitimacy? After showing how severely limited legal measures to curb populist media effects would be, the paper argues in favour of media competence education as a way of providing future citizens with an epistemic toolkit to navigate the media environment and strengthen their political autonomy.

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Shaw, Donald L., and Shannon E. Martin. "The Function of Mass Media Agenda Setting." Journalism Quarterly 69, no. 4 (December 1992): 902–20. http://dx.doi.org/10.1177/107769909206900410.

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This study, a statewide follow-up to the original 1968 Chapel Hill, N.C., agenda-setting study published in 1972 in Public Opinion Quarterly, used poll and content analysis data to compare media use and agenda agreement for different types of reference groups: men vs. women, non-whites vs. whites, young vs. old, higher- vs. lower-formally educated and rich vs. poor. When individuals increase their newspaper reading, then agreement on important public issues within the gender, racial and age groups to which they belong increases to a point of near consensus. Those of higher vs. lower education also come close to sharing issues, although the sharing is less dramatic between rich and poor. Increased television news viewing also results in higher reference group consensus on key public issues. The study concludes: one major function of mass media is to enhance group consensus within the larger social system by providing issue agenda options more attractive than just those historically learned and expressed as an aspect of one's gender, race, age, level of education, or — to a lesser extent — level of wealth. Media public issue agendas compete with unique historical agendas of readers/viewers and often win, to the benefit of the social system if the system can agree on workable solutions to the important problems.

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Chigbo, Makata Jacinta. "The Impact of Interactive Mass Media in Voters' Education for the 2023 General Election in Nigeria: Overcoming Challenges and Fostering Informed DecisionMaking." IAA JOURNAL OF SOCIAL SCIENCES 10, no. 1 (March 2, 2024): 10–14. http://dx.doi.org/10.59298/iaajss/2024/101.10.14000.

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This paper explores the significant role of mass media in voters' education, focusing on its potential impact on the upcoming 2023 general election in Nigeria. Drawing on the Agenda Setting Theory and the capabilities of interactive communication, the study examines how mass media can effectively bring issues to the forefront of public attention, fostering engagement and understanding among diverse audiences. The inclusive nature of various mass media outlets, coupled with technological advancements enabling interactive features, presents a promising avenue for overcoming barriers in educating both literate and non-literate individuals. However, challenges such as perception biases, rural disparities, and practical hindrances must be addressed to fully unlock the potential of mass media in voters' education. The paper emphasizes the need for high-quality, carefully crafted messages delivered through collaboration among media organizations and relevant stakeholders to ensure the success of voters' education initiatives. Keywords: Mass media, Voters' education, 2023 general election, Agenda Setting Theory, Interactive communication, Inclusive approach and Perception biases

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NARTOWSKI, ANDRZEJ S. "A Tale of Two Industries: Mass Media and Higher Education." Higher Education in Europe 28, no. 1 (April 2003): 113–21. http://dx.doi.org/10.1080/0379772032000110233.

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Gunartati, Gunartati, and Siti Eshah Mokshein. "Mass media and aspiration achievement of children on primary education." Jurnal Prima Edukasia 7, no. 1 (January 22, 2019): 73–81. http://dx.doi.org/10.21831/jpe.v7i1.21745.

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Child labor is the social phenomena that not only exist in Indonesia but also in other developing countries. These children work in several sectors including in the small industrial sector. As a young generation, they also must be able to compete in the work world. Therefore, aspiration achievement is an urgent matter and must be considered by stakeholder. On the other hand, the influence of globalization is increasingly global, especially in the field of communication. Representations from this field include on the mass media. Child labor who lives in the global era is also very familiar with the mass media. The study aimed to reveal the influence of information on radio, television and family environment on aspirations achievement of child labor at the leather industry handicraft center in Wukirsari, Imogiri, Bantul. The population of this study was child workers aged 10-14 years, who worked in the leather industry handicraft centers in Wukirsari, Imogiri, Bantul and were still taking study in school, which had a total of 119 child workers. Questionnaire instruments used to obtain data of all variable. The regression analysis technique used to test the hypothesis. The results of the study showed that there was a significant positive influence on the habit to follow information from the mass media and the family environment on the aspirations of child laborers at the leather industry handicraft center in Wukirsari.

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Vazhenina, O. A. "Mass Media as a Tool of Humanistic Education in Society." Scholarly Notes of Transbaikal State University Series Pedagogical Sciences 13, no. 2 (2018): 29–39. http://dx.doi.org/10.21209/2542-0089-2018-13-2-29-39.

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Martínez-Fresneda-Osorio, Humberto. "The influence of mass media in the student´s education." Comunicar 11, no. 22 (March 1, 2004): 183–88. http://dx.doi.org/10.3916/c22-2004-28.

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The need for an educational system that fosters freedom and the use of communication media as important elements of students´education makes it necessary to recognize the similiarities between academic studies and the experience in the media working, whicLa necesidad de un sistema de formación escolar que favorezca una educación para la libertad y la aparición de los medios de comunicación como agentes de formación, hace imprescindible reconocer las similitudes entre la formación académica y la que se desprende de los propios medios de comunicación, con el fin de ponerlas a disposición del currículum escolar de la manera más efectiva que no es otra que hacer a los alumnos protagonistas en la construcción de la sociedad.

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Banks, Aaron L., and Julian A. Reed. "Applying Mass Media to Self-Defense Instruction in Physical Education." Journal of Physical Education, Recreation & Dance 74, no. 2 (February 2003): 41–45. http://dx.doi.org/10.1080/07303084.2003.10608378.

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Søgaard, Anne Johanne. "The effect of a mass-media dental health education campaign." Health Education Research 3, no. 3 (1988): 243–55. http://dx.doi.org/10.1093/her/3.3.243.

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Florescu, Oroles. "Positive and Negative Influences of the Mass Media upon Education." Procedia - Social and Behavioral Sciences 149 (September 2014): 349–53. http://dx.doi.org/10.1016/j.sbspro.2014.08.271.

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Torpichsheva, Rufina Shamilyevna, and Valery Eduardovich Chernik. "International practices and Kazakhstan media education context." Bulletin of Toraighyrov University. Pedagogics series, no. 3.2020 (October 19, 2020): 506–16. http://dx.doi.org/10.48081/jaiu2811.

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The given paper considers international experience and the national model of media education, as well as the concepts of media literacy. In the course of the research work, it was determined that the permanent changes taking place in the media sphere combine the methodology and trends of several scientific areas: media pedagogy, media psychology, psychology of mass communications, sociology of journalism, etc. Some media-oriented educational technologies are based on UNESCO’s international media literacy standards, which expand the range of methods and forms of pedagogy in training journalists and media education, which serve as the basis for the integrated formation of basic media competencies. The article is given a theoretical analyzing of the media space development in Kazakhstan. It is concluded that systematic misinformation of the audience leads to discrediting of media workers, allows manipulating public consciousness, opinion, and also influencing geopolitical processes. The article is substantiated the importance of media education as a key area in the context of the increasing role of mass communication, the improvement of information technologies. The importance of media literacy, emphasized by UNESCO, is seen as an important aspect in the formation of worldview, critical analysis and thinking. Based on the above, the urgent need for the intensive development of media education and the study of foreign media pedagogical experience seems obvious.

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Kothari, Ammina, and Andrea Hickerson. "Social Media Use in Journalism Education." Journalism & Mass Communication Educator 71, no. 4 (July 28, 2016): 413–24. http://dx.doi.org/10.1177/1077695815622112.

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Social media use has become essential for journalists. Although previous research has explored how journalists use social media, less is known about how journalism and mass communication programs incorporate social media in their coursework. Based on our survey of 323 students and 125 faculty in American universities, this study offers a comparative analysis of social media use among journalism faculty and students, both personally and in coursework. Faculty and students in our sample report using Facebook more frequently for personal reasons, whereas Twitter is the main platform required by faculty members for class assignments. We also found that students’ majors and faculty’s experience in the industry influenced not only how they evaluated the utility of social media in coursework but also how they utilized various platforms in classes.

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