CURRENT TRENDS IN DEVELOPING MEDIA AND INFORMATION LITERACY IN HIGHER EDUCATION

The rapid transformation of digital communication has made media and information literacy an essential component of higher education. University students must be able to locate, evaluate, interpret, create, and communicate information while responding responsibly to misinformation, algorithmic influence, artificial intelligence, privacy risks, and ethical challenges. This study examines current trends in developing media and information literacy among students at pedagogical universities, with particular attention to the higher education context of Uzbekistan. A mixed-methods approach is used to investigate how media and information literacy is incorporated into university teaching and how students and instructors perceive emerging instructional practices. Data are obtained through curriculum analysis, student questionnaires, lecturer interviews, and classroom observations. The study identifies several major trends, including the integration of media literacy across academic disciplines, increased emphasis on fact-checking and source verification, the responsible use of generative artificial intelligence, digital content creation, collaborative and project-based learning, attention to cybersecurity and privacy, and the use of authentic online materials. The findings suggest that students generally possess functional digital skills but experience difficulties in evaluating credibility, recognizing hidden bias, understanding algorithmic selection, and using artificial intelligence transparently. Instructors increasingly recognize the importance of media and information literacy, although implementation remains uneven because of limited training, insufficient instructional resources,differences in technological access, and the absence of consistent assessment criteria. The study emphasizes the need for an institution-wide approach that combines curriculum development, teacher preparation, practical media production, critical inquiry, and ethical digital participation. The findings are relevant to pedagogical universities because future teachers require comprehensive media and information literacy to guide learners effectively in complex and rapidly changing information environments.