Enhancing Media Literacy And Critical Thinking Skills at a Slovak University: Exploring Student Perceptions

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This study explores students’ perceptions of a university-level course on critical thinking and argumentation taught at the Faculty of Mass Media Communication, University of Ss. Cyril and Methodius, Slovakia. The research employed a qualitatively enriched semi-structured questionnaire that was completed by 18 first-year marketing students. The aim was to assess students’ baseline knowledge, the course’s impact on their critical thinking skills, and their perceptions of its practical benefits. Findings reveal that before the course, most students had only limited familiarity with concepts such as media literacy, cognitive biases, and source verification. Many did not regularly verify information or recognize manipulative media strategies. After completing the course, students reported noticeable improvement in identifying misinformation, using verification techniques, and applying critical thinking tools. They began systematically cross-referencing information, analyzing emotional and structural elements of media content, and recognizing common cognitive biases like anchoring, confirmation bias, and the bandwagon effect. Students found the ability to detect manipulation and disinformation particularly valuable, and many appreciated the introduction of philosophical razors as decision-making tools, though these were less commonly applied in practice. Despite these improvements, some students noted challenges in consistently applying critical thinking skills in everyday contexts due to emotional reactions or ingrained biases. Although the small sample limits generalizability, the study highlights the importance of integrating practical critical thinking education into university curricula. The results suggest that targeted instruction can significantly enhance students’ analytical capabilities and media awareness, equipping them to navigate an increasingly complex digital environment more effectively.