Abstract
Media literacy competencies have become increasingly vital in the contemporary educational landscape due to the pervasive role of digital media in communication, information dissemination, and social interaction. This study measures the pedagogical and didactic competencies of 400 EFL (English as a Foreign Language) teachers in secondary schools regarding their ability to teach media literacy. Utilising a web-based questionnaire, the research assesses teachers’ proficiency in various instructional strategies, ranging from basic technical instruction to advanced critical and participatory teaching methods. The findings indicate a high level of competency among teachers in imparting technical skills related to media device usage, whereas competencies in fostering critical awareness and encouraging participation in public debate through media were less developed. The study underscores the necessity for a comprehensive media literacy curriculum that balances technical instruction with critical thinking and communication skills. Limitations of the study include potential biases inherent in self-reported data and the absence of contextual insights from naturalistic observations. Future research should incorporate longitudinal and observational methodologies to validate these findings and examine the integration of AI tools in media literacy education. This research provides a foundational understanding of current teaching practices and competencies, offering valuable insights for the enhancement of media literacy education strategies.