Abstract
The article examines the role of media literacy in the development of critical thinking among future teachers. In the context of rapid digitalization and the growing volume of information, the ability of prospective educators to critically evaluate, analyze, and interpret information in their professional practice is increasingly important. In this regard, media literacy is considered an important component of teacher professional training. The purpose of the study is to theoretically substantiate the potential of media literacy in fostering critical thinking among future educators. The central idea of the work is that the deliberate use of media resources in the educational process can contribute to the development of students’ analytical, evaluative, and reflective skills. The scientific significance of the study lies in identifying the relationship between media literacy and critical thinking and clarifying their content in the context of teacher preparation. The practical relevance is associated with the possibility of applying the findings in the development of educational programs and methodological recommendations. The study employed methods of theoretical analysis, comparison, generalization, and systematization of scientific sources. The results suggest that media literacy can support future teachers in processing information, justifying their own positions, and making informed decisions. The findings can be used in both the theory and practice of teacher education.