Educators' Perspectives on Media Literacy in Language Education for Inclusive Knowledge Societies in Kazakhstan and the United States

Authors

  • Perizat Yelubayeva

    Department of Turkic Studies and Theory of Languages, Al-Farabi Kazakh National University, Almaty 050040, Republic of Kazakhstan
  • Todd Owen

    Division of Extended Studies -International Programs, University of California, San Diego, CA, San Diego 92093, USA
  • Sholpan Kudyarova

    Department of Turkic Studies and Theory of Languages, Al-Farabi Kazakh National University, Almaty 050040, Republic of Kazakhstan
  • Azima Khamidova

    Department of Russian Philology, Eurasian National University, Astana 10000, Republic of Kazakhstan
  • Zhanargul Gabdullina

    Department of Turkic Studies and Theory of Languages, Al-Farabi Kazakh National University, Almaty 050040, Republic of Kazakhstan

DOI:

https://doi.org/10.30564/fls.v7i9.10801
Received: 30 June 2025 | Revised: 7 July 2025 | Accepted: 17 July 2025 | Published Online: 1 September 2025

Abstract

This study examines the integration of media literacy into university language education in Kazakhstan and the United States. It emphasizes its potential to foster inclusive knowledge societies. The research aims to investigate educators' views on media literacy, the degree to which it is incorporated into language curricula, and the challenges and opportunities present in these two diverse educational settings. The study examines how language teachers in two countries perceive the relevance of integrating media literacy into language education, identifies prevailing strategies and challenges associated with integrating media literacy into language teaching at the university level, and considers how insights from these contexts can contribute to the development of inclusive knowledge societies. Using a mixed-methods approach, the study combines survey data from 121 language educators, including participants from various universities in Kazakhstan and the University of California, San Diego, with follow-up interviews conducted with a select group of participants. Research indicates that US educators have access to well-established institutional frameworks and resources, whereas their Kazakh colleagues encounter constrained resources, inadequate training, and digital disparities. Despite these challenges, educators in both nations view media literacy as a vital means of promoting critical thinking, digital skills, and active citizenship. The results of this research have significant implications for policymakers, educators, and researchers seeking to foster sustainable and inclusive knowledge societies.

Keywords:

Educators' Perspectives; Language Learning; Media Literacy; Inclusive Knowledge Societies; Teaching Strategies; Mixed-Methods Approach

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How to Cite

Yelubayeva, P., Owen , T., Kudyarova , S., Khamidova , A., & Gabdullina, Z. (2025). Educators’ Perspectives on Media Literacy in Language Education for Inclusive Knowledge Societies in Kazakhstan and the United States. Forum for Linguistic Studies, 7(9), 124–139. https://doi.org/10.30564/fls.v7i9.10801

Issue

Vol. 7 , Iss. 9 (September 2025): In progress

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Article

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Copyright © 2025 Perizat Yelubayeva, Todd Owen , Sholpan Kudyarova , Azima Khamidova , Zhanargul Gabdullina

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.