Abstract:

The rapid evolution of educational paradigms toward online and hybrid environments has underscored the critical need for advanced media literacy among higher education students. In our highly connected digital era, understanding the systemic inequalities in access to, and usage of, information and communication technologies—a phenomenon commonly referred to as the "Digital Divide"—is paramount. Traditional assessment methods often relegate students to the role of passive information consumers. The contemporary pedagogical challenge lies in designing innovative methodologies that transform students into active, critical-thinking content creators. This paper presents a case study of a practical pedagogical intervention implemented during the 2025/26 academic year in the "Fundamentals of Communication" course. Students, organized in groups of up to three elements , were tasked with a comprehensive project: the conceptualization and production of a podcast. The primary objective was to evaluate the competencies and skills developed through classroom instruction and the specific study of the "Digital Divide". The methodology required two main deliverables: a pilot episode and a comprehensive planning document titled "Podcast Rationale". Groups were given autonomy to define their podcast's concept, including its name, genre, and format. For the pilot episode, students had to record a 25 to 40-minute audio segment featuring at least one host. The process demanded the drafting of a structured script with specific segments and calls-to-action , which required mandatory validation by the professor prior to recording. Students were responsible for ensuring audio quality , applying oral communication skills , integrating opening and closing spots , and ultimately uploading the final product to Spotify. Parallelly, the visual "Podcast Rationale" document required groups to detail their target audience , visual identity including a logo , success metrics , and an Instagram marketing strategy. This document also included episode synopses and a clear division of project tasks among team members. This hands-on approach facilitated a deeper, practical understanding of the theoretical nuances surrounding the digital divide. By engaging in this multifaceted assignment as if producing a full podcast season, students fostered essential 21st-century skills: technical audio editing, strategic digital marketing planning, project management, and advanced oral proficiency. We conclude that the integration of podcast creation into higher education curricula represents an exceptional pedagogical vehicle that empowers students, bridges theoretical knowledge with practical digital creation, and robustly enhances media literacy in an increasingly online-driven educational landscape.

Keywords:

Media Literacy, Online Education, Podcasting, Digital Divide, Pedagogical Innovation.