Аннотация
This study aims to examine media literacy in schools in Kazakhstan from the perspectives of schoolteachers and principals with a focus on diverse school settings. Conducted during the 2023-2024 academic year, the research involved three secondary schools located in rural, city, and regional levels in the southern part of Kazakhstan. The qualitative research utilised (1) focus groups with teachers, (2) interviews with principals, and (3) a research journal. Purposeful sampling included schools from regional, urban, and rural areas, with 34 participants comprising 31 English as a Foreign Language teachers (hereinafter, EFL) and 3 senior school leaders (hereinafter, SLT). The study's findings reveal disparities in media literacy education, including a lack of clear regulations and ethical guidelines concerning media literacy and media usage in classrooms, as well as the lack of resources and capacity. The results highlight the need to integrate media literacy across all grades and subjects in schools in Kazakhstan. This integration requires support through clear policies, equitable access to Information and Communication Technologies (hereinafter, ICT) tools, teacher professional development, and well-defined national policies. Such measures are essential for preparing students to navigate the media landscape effectively.