Journal of Media Literacy Education Pre-Prints
Document Type
Research Article
Abstract
This study examines factors that enable and hinder the evaluation of Media Literacy (ML) and Digital Skills (DS) interventions across three countries and four contexts: in-service teachers in Estonia, elderly populations in Jyväskylä (Finland), vocational students in Helsinki (Finland), and pre-service teachers in Poland. Guided by the Logic Model framework, it explores barriers and enablers across Inputs, Activities, Outputs, and Outcomes to reveal structural and contextual elements shaping evaluation effectiveness. Findings cluster into four domains: organisational and administrative factors, intervention design, evaluation processes, and participant engagement. Organisational challenges such as staff turnover disrupted alignment between intervention and evaluation goals, while strong partnerships supported implementation. Short engagement periods limited long-term impact assessment, but integrated designs enhanced relevance. Misaligned tools restricted evaluation, whereas context-sensitive adaptations, like simplified surveys, improved data quality. Clear information and tailored incentives strengthened participation. The study highlights the need for inclusive, empirically robust, and context-sensitive evaluation frameworks.
Recommended Citation
Edisherashvili, N., Puusepp, M., Kalmus, V., Pedaste, M., Tiihonen, S., Irani, F., Tomczyk, Ł., d'Haenens, L., Azadi, T., & Wang, C. (2026). Unlocking Effective Evaluations: Lessons from Media Literacy and Digital Skills Intervention Studies in Estonia, Finland, and Poland. Journal of Media Literacy Education Pre-Prints. Retrieved from https://digitalcommons.uri.edu/jmle-preprints/62
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This work is licensed under a Creative Commons Attribution 4.0 License.
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