Teachers' Perspective on the Integration of Media and Information Literacy into the Uruguayan Educational Curriculum

Abstract

Media and Information Literacy (MIL) was explicitly incorporated into the Integrated Basic Education Curriculum of Uruguay in 2023. This article aims to analyze teachers' perceptions regarding this integration, considering four dimensions: a) curricular space; b) concept and scope; c) resources and key actors; and e) challenges and opportunities. To achieve this, a two-session technopedagogical experience was designed, involving 33 teachers from early, primary, secondary, and high school education from 10 departments across the country. Among the most significant findings, it is noteworthy that: a) teachers identify the lack of familiarity with the term MIL as the primary challenge for its integration, followed by the absence of specific training in the subject, particularly at the early educational levels; b) there is a predominant perception of MIL as a tool to address specific issues in the media environment, such as misinformation and digital fraud, rather than as a means to cultivate critical, informed, and creative citizens; and c) the Ceibal Center is recognized as the most committed key actor in promoting this type of education at the national level. Thus, the intention is to provide researchers, educators, and policymakers with up-to-date information regarding the configuration of this educational policy