Empowering Students for Just Societies: A Handbook for Primary School Teachers foregrounds the role of primary education in nurturing democratic, inclusive and equitable societies. The handbook positions the classroom not merely as a site of academic learning but as a formative social space where children first encounter diversity, fairness, rights, and responsibilities. It argues that values such as empathy, mutual respect, cooperation, and critical thinking must be cultivated from early childhood in order to build socially aware and ethically responsible citizens.

Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in edu cation throughout the 20th century and the emergence of cross-disciplinary work at the intersections of schol arly work in media studies and education. Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007. This work reconciles the “protectionist” and “empowerment” wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists. Two issues are identified for their potential to impact the future of the field: (1) media literacy’s relationship to the integration of educa tional technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences.

This paper explores media literacy as the key component of agency and describes the mechanism of agency empowerment through the media education process, in an effort to find answers to the following questions: What is the key aim of media education? What is the content of media education? How media education ought to be integrated in the didactics of pedagogy and the teaching/learning process?