{"id":7145,"date":"2025-11-24T12:00:00","date_gmt":"2025-11-24T12:00:00","guid":{"rendered":"https:\/\/thinktwiceproject.eu\/2025\/11\/24\/interpretation-of-the-results-of-the-media-literacy-questionnaire-among-high-school-and-vocational-education-students-from-timis-county-romania\/"},"modified":"2025-12-10T11:35:47","modified_gmt":"2025-12-10T11:35:47","slug":"interpretation-of-the-results-of-the-media-literacy-questionnaire-among-high-school-and-vocational-education-students-from-timis-county-romania","status":"publish","type":"post","link":"https:\/\/thinktwiceproject.eu\/ro\/2025\/11\/24\/interpretation-of-the-results-of-the-media-literacy-questionnaire-among-high-school-and-vocational-education-students-from-timis-county-romania\/","title":{"rendered":"Interpretarea rezultatelor chestionarului privind alfabetizarea media \u00een r\u00e2ndul elevilor de liceu \u0219i din \u00eenv\u0103\u021b\u0103m\u00e2ntul profesional din jude\u021bul Timi\u0219 \/ Rom\u00e2nia"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Autori: Ioan Ciprian Blaj &amp; Aura Codru\u021ba Danielescu<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">\u00cen perioada de colectare a datelor, chestionarul privind competen\u021bele media a fost aplicat unui num\u0103r de 694 de elevi din mai multe institu\u021bii de \u00eenv\u0103\u021b\u0103m\u00e2nt din jude\u021bul Timi\u0219, reprezent\u00e2nd profilurile teoretic, tehnologic \u0219i profesional. Elevii provin de la: <strong>Colegiul Na\u021bional Pedagogic \u201eCarmen Sylva\u201d Timi\u0219oara, Liceul Teoretic \u201eTraian Vuia\u201d F\u0103get, Liceul Tehnologic Electrotimi\u0219 Timi\u0219oara, Liceul Teoretic Periam (zon\u0103 rural\u0103), Liceul Tehnologic \u201eValeriu Brani\u0219te\u201d Lugoj, Liceul Tehnologic \u201eTraian Groz\u0103vescu\u201d N\u0103drag (zon\u0103 rural\u0103), Colegiul Tehnic \u201eEmanuil Ungureanu\u201d Timi\u0219oara<\/strong>. Diversitatea profilurilor \u0219colare ofer\u0103 o imagine ampl\u0103 asupra modului \u00een care <strong>adolescen\u021bii din jude\u021b percep \u0219i utilizeaz\u0103 informa\u021biile digitale \u00een via\u021ba de zi cu zi.<\/strong>   <\/p>\n\n<p class=\"wp-block-paragraph\">Datele colectate arat\u0103, \u00eenc\u0103 din primele analize, c\u0103 mediul digital este spa\u021biul central pentru informare, comunicare \u0219i socializare pentru elevii din ciclul gimnazial, liceal \u0219i profesional. Astfel, interpretarea detaliat\u0103 a rezultatelor eviden\u021biaz\u0103 nu numai comportamentele lor media, ci \u0219i vulnerabilit\u0103\u021bile, lacunele \u0219i competen\u021bele emergente care trebuie consolidate \u00een \u0219coal\u0103 prin programe coerente de educa\u021bie media.  <\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>1. Timpul petrecut online: un indicator al dependen\u021bei digitale<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">Distribu\u021bia r\u0103spunsurilor privind timpul petrecut online confirm\u0103 o realitate deja observat\u0103 \u00een studiile recente: elevii tr\u0103iesc \u00eentr-un ecosistem digital aproape permanent. Graficul arat\u0103 o concentrare puternic\u0103 \u00een intervalele \u201e\u00eentre 3 \u0219i 6 ore\u201d \u0219i \u201e\u00eentre 1 \u0219i 3 ore\u201d, urmate de \u201e\u00eentre 6 \u0219i 8 ore\u201d.  <\/p>\n\n<p class=\"wp-block-paragraph\">Foarte pu\u021bini elevi declar\u0103 c\u0103 petrec mai pu\u021bin de o or\u0103 online, iar categoria \u201eDeloc\u201d este aproape inexistent\u0103. Acest volum ridicat de consum digital amplific\u0103 inevitabil expunerea la:  <\/p>\n\n<ul class=\"wp-block-list\">\n<li>con\u021binut manipulator, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>algoritmi de recomandare agresivi, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>tendin\u021be volatile \u0219i uneori periculoase, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>fluxuri de informa\u021bii dificil de filtrat. <\/li>\n<\/ul>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>2. Principalele surse de informa\u021bii: re\u021belele sociale domin\u0103 \u00een mod clar<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">Cele mai frecvent utilizate canale de informare sunt: <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>TikTok (78.1%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Instagram (74.9%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>YouTube (55.9%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Google (20.2%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>News platforms (14.1%)<\/strong> <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">Datele indic\u0103 un comportament informa\u021bional puternic vizual, scurt, rapid \u0219i ghidat de algoritmi \u0219i influen\u021batori. Sursele tradi\u021bionale \u2013 ziare, televiziune, canale oficiale \u2013 sunt aproape absente. Aceast\u0103 preferin\u021b\u0103 cre\u0219te riscul ca elevii s\u0103 se implice \u00een:   <\/p>\n\n<ul class=\"wp-block-list\">\n<li>con\u021binut care nu este verificat, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>opinii prezentate ca fapte, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>materiale destinate manipul\u0103rii, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>nara\u021biuni conspira\u021bioniste. <\/li>\n<\/ul>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>3. Verificarea informa\u021biilor: un comportament fluctuant<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">La \u00eentrebarea \u201eC\u00e2t de des verifica\u021bi dac\u0103 o informa\u021bie este adev\u0103rat\u0103?\u201d, doar <strong>33% <\/strong>dintre responden\u021bi au r\u0103spuns c\u0103 o fac \u201edes\u201d, \u00een timp ce <strong>38,2%<\/strong> verific\u0103 \u201euneori\u201d. Aproximativ o treime recunosc c\u0103 verific\u0103 rar sau niciodat\u0103.  <\/p>\n\n<p class=\"wp-block-paragraph\">Acest comportament arat\u0103 c\u0103 elevii nu au dezvoltat \u00eenc\u0103 un reflex solid pentru validarea informa\u021biilor \u2013 o abilitate esen\u021bial\u0103 \u00een era digital\u0103 marcat\u0103 de fenomenul \u0219tirilor false. <\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>4. Alfabetizarea mediatic\u0103 perceput\u0103 vs. alfabetizarea mediatic\u0103 real\u0103<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">Se observ\u0103 un contrast notabil \u00eentre: <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>competen\u021bele autoevaluate<\/strong> \u0219i <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>comportamente actuale <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">De\u0219i <strong>42,2% <\/strong>consider\u0103 c\u0103 \u0219tiu ce \u00eenseamn\u0103 alfabetizarea mediatic\u0103 (dar nu \u00een mod exact), iar <strong>26,5%<\/strong> afirm\u0103 c\u0103 o \u00een\u021beleg \u201e\u00een mare m\u0103sur\u0103\u201d, comportamente precum verificarea surselor, \u00een\u021belegerea prejudec\u0103\u021bilor sau detectarea falsurilor digitale indic\u0103 niveluri inegale ale acestor competen\u021be. <\/p>\n\n<p class=\"wp-block-paragraph\"><strong>Cu toate acestea, elevii \u00ee\u0219i exprim\u0103 \u00eencrederea puternic\u0103 \u00een capacitatea lor de a identifica \u0219tirile false (65,7%) \u0219i deepfake-urile (48%).<\/strong> Aceast\u0103 discrepan\u021b\u0103 \u00eentre percep\u021bie \u0219i realitate eviden\u021biaz\u0103 necesitatea unor activit\u0103\u021bi practice care s\u0103 explice diferen\u021ba dintre cunoa\u0219terea termenului \u0219i capacitatea de a efectua <strong>analiza critic\u0103 necesar\u0103.<\/strong>  <\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>5. Atunci c\u00e2nd evalueaz\u0103 o \u0219tire: ce verific\u0103 elevii?<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">Cele mai frecvente criterii utilizate sunt: <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>Sursa informa\u021biilor (71,2%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Confirmare din alte surse (57,9%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Data public\u0103rii (47%)<\/strong> <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">\u00cen mod surprinz\u0103tor, un procent ridicat de studen\u021bi acord\u0103 aten\u021bie \u0219i urm\u0103toarelor aspecte: <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>comentarii ale altor utilizatori <\/strong>(46,8%) \u2014 un indicator extrem de nesigur <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>num\u0103rul de ac\u021biuni (9,7%)<\/strong> \u2014 un criteriu care reflect\u0103 popularitatea, nu credibilitatea <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">\u00cen acela\u0219i timp, 13,7% nu verific\u0103 nimic, ceea ce reprezint\u0103 o vulnerabilitate critic\u0103. <\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>6. Expunerea la informa\u021bii false: un fenomen omniprezent<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">Majoritatea studen\u021bilor \u2014 <strong>73,2% <\/strong>\u2014 afirm\u0103 c\u0103 au \u00eent\u00e2lnit informa\u021bii false sau discutabile \u00een ultima lun\u0103. Ei identific\u0103 cele mai frecvente tipuri ca fiind:  <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>Con\u021binut despre influen\u021batori\/celebrit\u0103\u021bi (52,7%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Con\u021binut politic (42,8%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Publicitate \u00een\u0219el\u0103toare (40,9%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Conspira\u021bii (33.9%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>\u0218tiri false legate de s\u0103n\u0103tate (22,7%)<\/strong> <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Materiale generate de IA \/ deepfake<\/strong> \u2014 men\u021bionate din ce \u00een ce mai des <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">Aceast\u0103 expunere confirm\u0103 faptul c\u0103 tinerii se afl\u0103 \u00een centrul unui ecosistem digital \u00een care manipularea \u0219i denaturarea informa\u021biilor sunt omniprezente \u0219i adesea extrem de atractive. <\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>7. Percep\u021biile studen\u021bilor despre manipularea online<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">R\u0103spunsurile deschise relev\u0103 faptul c\u0103 elevii identific\u0103 cele mai periculoase forme de manipulare ca fiind: <\/p>\n\n<ul class=\"wp-block-list\">\n<li>\u0219tiri false, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>manipulare emo\u021bional\u0103, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>deepfake-uri \u0219i con\u021binut generat de IA, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>\u00eengrijirea personal\u0103 \u0219i interac\u021biunile periculoase online, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>influenceri care promoveaz\u0103 produse sau idei \u00een mod \u00een\u0219el\u0103tor, <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>trenduri periculoase pe TikTok \u0219i Instagram. <\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">Elevii sunt con\u0219tien\u021bi c\u0103 emo\u021biile lor pot fi exploatate \u0219i c\u0103 presiunea social\u0103 \u00eei poate influen\u021ba puternic. <\/p>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Concluzie<\/strong> <\/p>\n\n<p class=\"wp-block-paragraph\">Interpretarea datelor arat\u0103 \u00een mod clar c\u0103 alfabetizarea media \u00een r\u00e2ndul elevilor este un domeniu critic situat \u00eentre <strong>oportunitate, vulnerabilitate \u0219i responsabilitate.<\/strong> <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>Oportunitate,<\/strong> deoarece elevii sunt conecta\u021bi, curio\u0219i \u0219i familiariza\u021bi cu tehnologia. <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Vulnerabilitate,<\/strong> deoarece nu au dezvoltat \u00eenc\u0103 reflexele critice necesare pentru a verifica informa\u021biile \u00eentr-un mediu dominat de algoritmi \u0219i manipulare. <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><strong>Responsabilitate, <\/strong>deoarece educa\u021bia formal\u0103 \u0219i non-formal\u0103 trebuie s\u0103 dezvolte programe reale de alfabetizare media at\u00e2t pentru profesori, c\u00e2t \u0219i pentru elevi. <\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Autori: Ioan Ciprian Blaj &amp; Aura Codru\u021ba Danielescu \u00cen perioada de colectare a datelor, chestionarul privind competen\u021bele media a fost aplicat&#8230;<\/p>\n","protected":false},"author":42,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[41],"tags":[],"class_list":["post-7145","post","type-post","status-publish","format-standard","hentry","category-noutati"],"taxonomy_info":{"category":[{"value":41,"label":"Nout\u0103\u021bi"}]},"featured_image_src_large":false,"author_info":{"display_name":"Ana Nunes","author_link":"https:\/\/thinktwiceproject.eu\/ro\/author\/ana-nunes\/"},"comment_info":0,"category_info":[{"term_id":41,"name":"Nout\u0103\u021bi","slug":"noutati","term_group":0,"term_taxonomy_id":41,"taxonomy":"category","description":"","parent":0,"count":38,"filter":"raw","cat_ID":41,"category_count":38,"category_description":"","cat_name":"Nout\u0103\u021bi","category_nicename":"noutati","category_parent":0}],"tag_info":false,"_links":{"self":[{"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/posts\/7145","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/users\/42"}],"replies":[{"embeddable":true,"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/comments?post=7145"}],"version-history":[{"count":7,"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/posts\/7145\/revisions"}],"predecessor-version":[{"id":7375,"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/posts\/7145\/revisions\/7375"}],"wp:attachment":[{"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/media?parent=7145"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/categories?post=7145"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thinktwiceproject.eu\/ro\/wp-json\/wp\/v2\/tags?post=7145"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}