Media Literacy and English Language Teaching in Algeria: What's Missing in Higher Education?

This research examines the incorporation of media literacy within higher education EFL (English as a Foreign Language) programs in Algeria. Employing a mixed-methods design, data were gathered from 50 EFL instructors and 50 students at Algerian universities using structured online questionnaires. The study explores the extent to which media literacy is recognized and embedded in curricula, as well as the perceptions of its importance among teachers and students, and the obstacles to its effective integration. Results indicate that, despite widespread acknowledgment of its value, media literacy is not formally included in the curriculum. Both educators and learners cite challenges such as inadequate resources, limited training, and insufficient institutional backing. The study underscores the necessity for targeted professional development, curriculum reform, and institutional collaboration to successfully embed media literacy in Algerian EFL education. The findings provide practical recommendations for advancing media and digital literacy across Algerian universities.