Media Education and Gender Perspective: approaches, limitations, and challenges from a Systematic Literature Review
DOI:
https://doi.org/10.12795/revistafuentes.2026.28997Keywords:
education, media, media education, media literacy, gender, feminism, gender perspective, critical media literacyAbstract
In the current educational context, media education is a key tool for developing critical thinking and citizen participation, especially when combined with approaches that integrate gender perspective and social justice. To explore this, a Systematic Literature Review (SLR) was conducted following the PRISMA 2020 standards. The Web of Science (WoS) and Scopus databases were used to select articles, and a thorough search and review of scientific articles published in the last four years was carried out. Initially, 7,764 articles were identified, of which 52 were selected for the final sample after a screening and analysis process. The key findings include a predominance of quantitative approaches and a focus on European studies. The lack of terminological clarity in Media Education is addressed, and a global consensus on the need for curricular definition is highlighted. The actions taken in relation to media literacy are analysed, with most focusing on secondary and higher education. Notably, there is a lack of research on the relationship between media education and gender perspective. However, Critical Media Literacy (CML) studies provide a foundation for this relationship, underscoring the intrinsic link between media education and gender perspective.
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