Media and information literacy among pre-service teachers: A systematic review of key trends and gaps (2013–2024)

Abstract

Media and information literacy (MIL) is gaining academic attention due to media technology advancements and evolving communication, with pre-service teachers (PTs) playing a crucial role in preparing future citizens. This systematic review examined 40 articles focusing on PTs to identify their theoretical characteristics and methodological patterns. The methodology follows the PRISMA statement and covers research from 2013 to 2024. All of these selected papers are evaluated using a quality assessment tool, Quality Assessment Tool for papers with Diverse Designs (QATSDD). The review identifies a regional concentration of PTs’ MIL research in Europe and Asia. This demonstrates how regional settings and national policies have a significant impact on MIL research, as do differences in terminology usage and conceptual understanding. However, aspects of PTs’ MIL that support teaching practices remain underexplored in the existing literature, indicating a critical gap in preparing PTs for their roles as educators. Concerns regarding the credibility of results are further raised by the extensive use of self-reported assessments. Furthermore, because they have a big impact on PTs' MIL abilities, demographic factors including gender and regional discrepancies need constant monitoring. The findings highlight the need to integrate MIL into teacher education to enhance teaching competencies and address regional and demographic disparities, ensuring preservice teachers are equipped for modern educational demands.