Influence of Media Literacy Education on Critical Thinking Skills of Selected Nigerian Undergraduates in Oyo town

Abstract

This study examines the influence of media literacy education on the critical thinking skills of selected Nigerian undergraduate students in Oyo Town. In an era characterised by rapid information flows and pervasive digital media, undergraduate learners are frequently exposed to diverse sources of news, advertisements, and user-generated content. This research seeks to determine whether structured media literacy instruction enhances students’ ability to analyse, evaluate, and synthesise information, discern credible sources, identify biases, and construct well-reasoned arguments. Survey Research methods design was employed, and the findings of this study affirm that media literacy education is a valuable educational intervention with the capacity to significantly enhance critical thinking among Nigerian undergraduates. Students who have been exposed to media literacy programmes are better equipped to navigate the complexities of media messages, evaluate information sources, and make informed judgments. The study, therefore, contributes to understanding how media literacy pedagogy can strengthen critical thinking among Nigerian undergraduates and offers practical implications for curriculum design, teacher training, and policy development in Oyo town. Recommendations include integrating iterative, contextually relevant media literacy modules across disciplines, fostering collaborative critique sessions, and ensuring equitable access to digital tools. Future research should explore longitudinal effects and the role of institutional support in sustaining critical thinking gains through media literacy education.