Transforming clicks into critical thinking: An AI-based media literacy program for children

Synthesis: Demir & Akar (2026) evaluate the pedagogical impact of an AI-enhanced critical media literacy program for fourth-grade children in a Turkish public primary school, using an explanatory sequential mixed-methods design with 36 students. An 18-hour intervention structured on the 5E instructional model integrated generative AI tools such as ChatGPT and Grammarly, producing large gains in students' critical media literacy alongside qualitative shifts toward digital safety, source verification, online Ethics, and critical media critique.

Key Findings

• Large quantitative gains in the AI-supported group: paired-samples comparisons for the experimental group showed significant improvement in media reading (+3.50), media writing (+1.67), and total media literacy (+5.17), all at p < .01, whereas the control group improved only modestly and did not significantly advance in media writing.
• Between-group comparisons confirmed the effect: post-test differences favored the experimental group with large effect sizes — Cohen's d = 1.12 (reading), 1.18 (writing), and 1.31 (total literacy) — positioning AI-supported instruction as a catalyst for analytical, productive, and reflective media skills.
• Qualitative themes revealed multidimensional development: analysis of interviews, student artifacts (posters, drawings, slogans), and classroom observations surfaced four themes — positive uses of media, awareness of negative aspects, contributions to critical media literacy, and student feedback on AI-supported instruction — showing cognitive, attitudinal, and behavioral transformation.
• Six domains of critical media literacy growth emerged: digital self-protection and data privacy, purposeful and responsible media use, safe communication and boundary awareness, critical evaluation and misinformation awareness, online risk awareness, and media ethics and digital citizenship.
• The 5E model operationalized AI as a pedagogical agent: AI tools were embedded phase-by-phase (e.g., ChatGPT for reflective questions and Q&A, Grammarly and Canva AI for content refinement, Padlet for peer feedback) rather than used as isolated add-ons, with activities aligned to the Turkish Language and Social Studies curricula for curricular coherence.

Connected Concepts

• Critical Thinking
• AI Literacy
• Early Childhood Education
• K-12
• Mixed-Methods Research
• Generative AI
• Parents and Families

Connected Articles

• Reorienting Critical AI Literacy: A Community-Rooted Praxis of “Resisting AI” — Critical AI literacy reoriented toward community-rooted praxis
• Learning to Use AI for Learning: Teaching Responsible Use of AI Chatbot to K-12 Students Through an AI Literacy Module — An AI literacy module teaching responsible AI chatbot use to K-12 students
• Young People, Learning, and Generative AI: A Rapid Literature Review and Implications for PreK-12 Education — Rapid review of young people learning with generative AI for PreK-12
• Preparing Learners and Teachers for an AI-Driven Future: Emerging Trends, Pedagogical Challenges, and Critical Perspectives in Pre-University AI Education: A Systematic Literature Review — Systematic review of pre-university AI education trends and challenges
• AI Literacy Interventions in Education: A Meta-Analysis of Effects and Moderators — Meta-analysis of AI literacy intervention effects

Citation

Demir, R., & Akar, C. (2026). Transforming clicks into critical thinking: An AI-based media literacy program for children. International Journal of Artificial Intelligence in Education, 36, Article 100002.