Introduction and Purpose: This study addresses the growing necessity of equipping adolescents with media analysis skills and critical thinking in the context of rapid digital media expansion and widespread misinformation. Despite the recognized importance of media literacy in contemporary educational discourse, it has not yet been systematically incorporated into the formal curriculum of Iranian schools. Accordingly, the present research aimed to examine the impact of media literacy education on the development of media analysis skills and critical thinking among secondary school students.

Methodology: The research employed a quasi-experimental design with a pretest–posttest control group structure. The statistical population consisted of tenth-grade students in Shiraz, from which a sample of 70 students was selected using multistage cluster sampling. Participants were randomly assigned to an experimental group (n = 35) and a control group (n = 35). The experimental group participated in a structured media literacy training program consisting of ten sessions, each lasting 90 minutes over a five-week period, while the control group continued with the standard curriculum. Data collection instruments included a researcher-developed media analysis skills questionnaire and the short form of the Watson–Glaser Critical Thinking Appraisal. Data were analyzed using Analysis of Covariance (ANCOVA), controlling for pretest scores at a significance level of P≤0.05P≤0.05.

Findings: The findings revealed that media literacy instruction had a statistically significant effect on improving media analysis skills in the experimental group (F=39.84F=39.84, p<.001p<.001, η2=.372η2=.372). Additionally, critical thinking scores showed a significant increase in the experimental group compared to the control group (F=33.65F=33.65, p<.001p<.001, η2=.334η2=.334). In contrast, the control group exhibited only minor and non-significant changes in both variables.

Discussion and Conclusion:

Overall, the results indicate that structured and interactive media literacy education can substantially enhance students’ media analysis abilities and critical thinking. The relatively large effect sizes highlight the practical significance of the intervention. Therefore, integrating media literacy into the formal secondary school curriculum, along with providing professional development opportunities for teachers and designing contextually relevant instructional materials, is strongly recommended.