Methodological approaches to the study of pedagogical journalism as a factor of educational development

Abstract

This article presents a systematic analysis of the methodological foundations for studying educational journalism as a factor in educational development. The need for an integrative approach that overcomes the fragmentation of existing research is substantiated. A set of methodological approaches that form the theoretical core of the study is identified and characterized: systemic, activity-based, and axiological. The possibilities of complementing these approaches with discourse analysis, competence-based, and sociocultural approaches when studying specific aspects of the phenomenon are explored. An integrative methodological model is developed that allows for the consideration of educational journalism as an active participant in the construction of educational reality. Promising areas for further research are identified, including the development of specific methodologies, a comparative analysis of national models of educational journalism, and the study of its transformation in the context of digitalization of education. The proposed approach creates a theoretical basis for a holistic understanding of the mechanisms by which educational journalism influences educational development.