Digital Media Literacy in Tertiary Education: A Systematic Literature Review of Conceptualizations, Pedagogical Approaches, and Learning Outcomes (2015–2025)

Abstract

The rapid expansion of digital platforms and algorithm-driven information environments has made media literacy an increasingly critical competency for college and university students. Yet, despite growing scholarly interest, research on media literacy education in tertiary settings remains fragmented across conceptual frameworks, pedagogical approaches, and outcome domains. This systematic review synthesizes empirical studies on digital media literacy interventions in higher education published between 2015 and 2025. Following PRISMA 2020 guidelines, 20 studies were identified through systematic database searching and screened against predefined inclusion criteria. Findings reveal that both short targeted trainings and semester-long curricula consistently produce short-term cognitive gains. However, effects on attitudes remain inconsistent, and evidence of real-world behavioral change is limited. Interventions that emphasize concrete verification routines, such as lateral reading, demonstrated the clearest immediate benefits. From a computing and intelligent education perspective, the review further identifies four technically operational dimensions: cross-platform verification, algorithmic recommendation awareness, generative AI content identification (AIGC literacy), and deepfake detection. These dimensions are unevenly addressed in current curricula. The review also highlights the underutilisation of platform-based training environments, behavioral log analysis, and human-Al collaborative verification tools in both intervention design and outcome evaluation.