education policy

Background: Media content plays a significant role in shaping behaviors, attitudes, and lifestyle choices, especially among children, a demographic that is highly impressionable and actively engaged with various media platforms.Aims: This article explores the role of media literacy in equipping children to critically evaluate media content that promotes unhealthy lifestyles, including poor dietary choices, sedentary behavior, celebrity worship and unrealistic body ideals.Methodology: This study employs a qualitative approach, synthesizing data from case studies, government reports, and peer-reviewed academic literature to explore the role of media literacy in fostering healthy lifestyle choices among children.Findings: The findings indicate that current media literacy education programs for children are insufficient, largely because they often fail to include parental education. Parents play a pivotal role as mediators of children’s media consumption, and their active participation in media literacy education strengthens the impact of such interventions. The article argues for an integrated media literacy curriculum targeting both children and parents to create a more comprehensive understanding of healthy lifestyle practices and critical media engagement. Recommendations for policy, educational frameworks, and family-centered interventions are proposed to address these gaps.Conclusions: We emphasize the importance of a holistic approach to media literacy that includes all involved people and bodies in promoting healthier lifestyle choices among children.

This study presents a systematic literature review of 24 academic and policy-focused sources published between 2020 and 2025, synthesizing how AI literacy is conceptualized, operationalized, and integrated into national and regional strategies. Using the PRISMA framework, this study identifies recurrent challenges—such as infrastructural disparities, linguistic exclusion, and policy fragmentation—and highlights innovative, context-sensitive initiatives in countries like India, Kenya, and South Africa. The findings highlight that AI literacy as a multidimensional construct that encompasses technical proficiency, civic engagement, ethical reasoning, and digital sovereignty. The study reveals that national strategies often mirror Global North paradigms, risking misalignment with local epistemologies and socio-economic conditions. As a corrective, the review underscores the need for regionally grounded, community-informed, and equity-driven approaches that position AI literacy as a foundational right and development tool. By treating AI literacy as a cross-sectoral policy issue rather than a narrow educational objective, this research contributes to the emerging discourse on inclusive, democratic, and fair digital transformation.