The Formation of Media Literacy in the Academic Environment: Socio-Cultural Codes and Digital Identities of Russian University Teachers

The article examines the process of media literacy formation among Russian university teachers in the context of the digital transformation of education. Based on in-depth interviews with teachers, the authors reveal that media literacy acts not only as a set of technical skills, but also as a complex space for the formation of new digital identities, where professional, personal and socio-cultural codes intersect. Special attention is paid to the analysis of strategies for mastering media technologies: from formal training to self-education and the horizontal exchange of experience within professional communities. It is shown that the level of media literacy of teachers is heterogeneous and is largely determined by personal motivation, values and communication style. Media literacy is becoming an integrative competence that combines pedagogical experience, digital tools and emotional maturity, as well as an essential resource for building trust with a youth audience and maintaining competitiveness in the academic environment. The authors emphasize the importance of teamwork, mentoring, and institutional support, as well as the need for a differentiated approach to media literacy education. It is noted that the development of media literacy contributes to adaptation to the digital environment and the transformation of a teacher’s professional identity, opening up new opportunities for integration into network structures in the formation of a new type of educational communities.