Ethics and media literacy in digital journalism: an educational approach

Abstract

This article examines the study of complex phenomena as a subject of journalistic inquiry, highlighting its relevance for journalism education and the professional training of future media practitioners. A classification of complex contexts and media situations is presented not merely as an academic exercise, but as a pedagogical tool enabling students to develop analytical skills, critical understanding, and informed decision-making abilities. Definitions based on contemporary media studies are proposed to strengthen theoretical and methodological competencies in journalism training. The article also identifies current trends and challenges shaping contemporary journalistic practice, including ethical dilemmas, professional risks, and issues of social and legal responsibility. Emphasis is placed on the importance of integrating topics related to ethics, media safety, access to information, and professional self-regulation into educational programs. Narrative strategies and techniques for constructing media stories are examined, which are essential for teaching critical media literacy, detecting biases, and analyzing framing in news content. The study proposes pedagogical approaches that combine theory and practice to enhance critical thinking, ethical sensitivity, and professional autonomy among students. Additionally, it underscores the need to contextualize curricular content around social, cultural, and technological phenomena, fostering competencies in analysis, research, and responsible communication. This approach aims to prepare future journalists capable of understanding the complexity of information, making ethical decisions, and contributing to society’s media literacy.