Attention fragility in digital news ecosystems: a mixed-methods study of editorial perceptions, news avoidance, and the case for sustainable media literacy

Introduction The accelerating production and circulation of digital news have transformed the continuity of public interest. Constant updates, algorithmic visibility, and information abundance shorten the period during which news stories remain prominent. This study examines declining public attention in digital news ecosystems from the perspective of media professionals and explores the educational implications for sustainable media literacy. Methods A convergent mixed-methods design combined semi-structured interviews with eight senior media professionals and managers and a structured survey of 40 professionals representing 23 news organizations (76.9% response rate). Qualitative data were analyzed thematically, while the survey assessed news-cycle acceleration, algorithmic gatekeeping, audience-attention decline, editorial adaptation, and the need for sustainable media literacy education. Construct reliability was acceptable (Cronbach's α = .76–.88). Results Interviewees described faster news cycles, algorithmically shaped visibility, shorter attention spans, and increasing reliance on continuous updates, serialized content, and bite-sized formats. Survey findings supported these accounts: respondents reported accelerated news cycles (M = 4.35, SD = 0.61; 90.0% agreement), algorithmic gatekeeping (M = 4.05, SD = 0.74; 80.0%), declining audience attention (M = 4.28, SD = 0.66; 87.5%), and an urgent need for media literacy education (M = 4.48, SD = 0.55; 92.5%). Integration revealed broad convergence between qualitative and quantitative findings, although digital coordinators perceived stronger algorithmic pressures than editors-in-chief. Discussion The findings indicate that attention fragility affects both editorial practices and the depth of public debate. The study proposes sustainable media literacy as an educational framework integrating critical evaluation, conscious selectivity, and attention management. This framework may inform educators, curriculum designers, and newsroom trainers across professional roles and diverse educational contexts.