This study analyzed digital media literacy education in British Columbia’s (BC) English Language Arts curriculum and public schools to inform the effective implementation of digital media literacy education in South Korea, following the introduction of the ‘Media’ domain in South Korea’s revised 2022 Language Arts curriculum. Document analysis was conducted on BC’s English curriculum, the Digital Literacy Framework, and teaching resources from specialized organizations such as CIVIX and Common Sense Media. Findings reveal that BC clearly defines digital literacy concepts and integrates these across multiple subjects, emphasizing language and texts as crucial resources for identity formation, social relationships, and civic engagement. Classroom activities involved verifying online information credibility, differentiating reliable news from misinformation, and creating forced perspective images. Recommendations for Korean education include clarifying core media literacy concepts, expanding integrated instruction, providing opportunities for creative production and critical reflection, and strengthening teacher professional development. Ultimately, digital media literacy education must prioritize critical thinking and responsible civic engagement beyond technical skills.
Hyeon‐Seon Jeong (Mon,) studied this question.