TRANSFORMATIVE FRAMEWORK FOR MEDIA AND TECHNOLOGY EDUCATION THROUGH LANGUAGE ARTS, LITERACY, AND COMMUNICATION (TLLC)

The rapid development of digital media, artificial intelligence, social networking platforms, and emerging communication technologies is transforming the ways people access information, construct knowledge, communicate, and participate in society. While these technologies create significant opportunities for education, they also present challenges involving misinformation, digital inequality, privacy, algorithmic influence, unethical technology use, and the uncritical consumption of digital content. This conceptual paper proposes a Transformative Framework for Media and Technology Education through Language Arts, Literacy, and Communication (TLLC). The framework conceptualises language arts, literacy, and communication as interconnected competencies for navigating contemporary media and technological environments. Drawing on Vygotsky's sociocultural theory, Freire's critical pedagogy, Hymes's communicative competence, Byram's intercultural communicative competence, and multiliteracies theory, the paper argues that effective media and technology education should extend beyond technical proficiency. Learners require linguistic, critical, digital, communicative, creative, intercultural, and ethical competencies to interpret, evaluate, produce, and transform information. The proposed framework integrates six dimensions: linguistic literacy, critical media literacy, digital and technological literacy, communicative competence, creative and multimodal production, and ethical-global citizenship. The paper further proposes an Access–Analyse–Interpret–Communicate–Create–Reflect–Transform learning cycle through which learners can become critical media users, creative producers, responsible technology users, and active global citizens. The paper concludes that TLLC provides a human-centred framework for integrating language, literacy, communication, media, technology, and artificial intelligence education in contemporary learning environments.