Concept of media culture and media education in the information society. A comparative analysis of media-culture concepts and media-education strategies in Kazakhstan, the United States of America, and France

Abstract

The study aimed to conduct a comparative analysis of media-culture concepts and media-education strategies in Kazakhstan, the United States of America and France. Using a qualitative comparative analysis of documents, including legal acts and reports from leading international organisations, the study identified the dominant national models and assessed the degree of alignment between media‑environment characteristics and the educational approaches applied. The findings revealed three markedly distinct models of how the information society functions. The Kazakhstani model is characterised by a notable strengthening of state control over the digital sphere and security-oriented media education. This occurs against the backdrop of high citizen activity on social networks, from which 46% of the population obtain news, and the country’s low position in the press-freedom index. The American model demonstrates deep political polarisation, exceptionally low overall trust in news, with a pronounced partisan divide between individuals with left- and right-leaning views and the decline of local media, which has resulted in the emergence of “news deserts”. In these conditions, the fragmented system of media education proves insufficiently effective against common cognitive biases. The French model combines an institutionalised system of media and information literacy, integrated into national education, with strong state regulation carried out by the Regulatory Authority for Audiovisual and Digital Communication. However, this model faces challenges related to low public trust in the media and issues arising from media-ownership concentration. In all the countries examined, substantial gaps were identified between the educational strategies declared and the actual challenges within their media cultures. In all the countries examined, substantial gaps were identified between the educational strategies declared and the actual challenges within their media cultures. The findings emphasise that effective media education requires the adoption of holistic, contextually adapted approaches that combine the development of individual citizens’ competencies with systemic measures aimed at improving the overall information environment.