Аннотация
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.