Television as a pedagogical resource for civic education in higher education
DOI:
https://doi.org/10.64092/98rzxj40Keywords:
Public television, civic education, higher education, document reviewAbstract
Public television has been recognized as a medium capable of fostering educational processes; however, its contribution to civic education in higher education has been addressed in a fragmented manner within the specialized literature. This article aimed to analyze recent scholarly output regarding public television and civic education in higher education through a documentary review structured around three analytical axes, with the goal of identifying the main approaches, trends, and challenges in this field of study. The review was based on the analysis of 40 publications, sourced from academic databases and institutional repositories, published between 2020 and 2024. Based on this review, the most significant contributions from each analytical axis were systematized. The results reveal a shift from approaches viewing television merely as a communication medium toward perspectives that conceive it as a pedagogical resource for promoting critical thinking, media literacy, and civic engagement. A growing interest in integrating didactic strategies and approaches—such as Media and Information Literacy and edutainment—is also evident. Nevertheless, challenges persist regarding the prevalence of studies focused on content analysis, critical audience reception, and the integration of public television, civic education, and pedagogical tools. The study concludes that public television is a resource with the potential to strengthen civic education in higher education, although further research is needed to facilitate its systematic incorporation into contextualized pedagogical initiatives.
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