A Comparative Study of Media Literacy Curriculum Policy in the Education System of Developed Countries and Iran

purpose: The purpose of this study was to make a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was a qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed. And data were collected by documentary method. Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from existing sources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Finding: According to the results of this study, the views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.The results show that media literacy has been considered as one of the most effective monitoring tools in the countries studied. Also, according to the results of this study, the most important differences between selected countries and Iran in this field is that the goal of the major countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans. Iran, although this issue has been emphasized in the upstream documents, but due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and not equipped and teachers familiar with this knowledge, these conditions are not provided and in the implementation of this issue in schools It has been unsuccessful and, a few years after its implementation, has not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on content, necessities and goals of media literacy are very similar in different countries and educational planners try to maintain their cultural identity in the use of different media.