Critical Educommunication: education, dialog, and public policies

Abstract

This article analyzes the dialogic–critical potential of educommunication to foster critical thinking. On the basis of interviews with experts and questionnaires sent to 141 Education and Communication students at UPV/EHU, analysis using NVIVO identified four key areas: conceptualization, critical educommunication, humanistic potential, and public policies. The analysis highlights the urgency of integrating critical media competencies into educational curricula by implementing public policies and teacher training. We conclude that critical, dialogic, and reflexive educommunication is essential to transform the relationship with the media and prevent information disorders.