Bridging Gaps in Media Literacy: A Global Synthesis of Pre-Service Teacher Competency and Educational Integration

Media and Information Literacy (MIL) is increasingly essential in pre-service teacher (PST) education, given the challenges posed by misinformation, digital citizenship, and technological integration in diverse contexts. This study presents a systematic literature review of global research on MIL integration in PST education between 2013 and 2025. The review examines how MIL is conceptualized, implemented, and assessed in teacher preparation programs, and it identifies key challenges, innovative practices, and regional disparities. Using major databases (Scopus, ERIC, Web of Science, and Google Scholar), the study followed PRISMA guidelines to identify and analyze peer-reviewed empirical studies addressing MIL competencies among PSTs. A total of 65 studies met the inclusion criteria, and the Rayyan tool along with the QATSDD checklist were employed for screening and quality assessment. The findings are organized around six themes: (1) MIL competencies and curriculum integration remain inconsistent and often fragmented across regions; (2) pedagogical approaches such as flipped classrooms and inquiry-based models enhance MIL outcomes but are underutilized; (3) diverse yet unevenly validated assessment tools reflect the complexity of measuring digital and critical literacies; (4) PSTs generally exhibit high enthusiasm but low confidence in applying MIL; (5) emerging innovations (e.g., gamification, emotional resilience, civic empowerment) show promise but require further support; and (6) significant regional and policy-based disparities hinder equitable MIL adoption. European countries lead in policy alignment, while Global South contexts struggle with infrastructure and training deficits.This review underscores the necessity of holistic frameworks like DigCompEdu and TPACK, emphasizing culturally responsive, evidence-based, and policy-supported MIL integration. It calls for longitudinal, comparative research as well as systemic collaboration to empower PSTs as critical, reflective, and civically engaged educators in the digital era.