FROM VIDEO-BASED LEARNING TO CRITICAL ENGAGEMENT WITH AI-GENERATED VIDEO: WHY SYNTHETIC MEDIA REQUIRES A NEW FORM OF EDUCATIONAL LITERACY
DOI:
https://doi.org/10.18173/2354-1075.2026-%25xKeywords:
AI-generated video; critical engagement; synthetic media literacy; video-based learning; digital literacy; Generative AI in education.Abstract
In traditional video-based learning models, learners typically play a passive role in knowledge acquisition, relying on explanatory lectures, illustrations, simulations, and the presence of human instructors. The emergence of AI-generated video has brought about significant changes in this landscape. Text-to-video systems, AI avatar platforms, and virtual presenter tools now enable teachers, learners, instructional designers, and educational institutions to create highly realistic, personalized, and multilingual videos that can be deployed at scale. While these advancements offer new opportunities for educational accessibility, content creation, multimodal material development, and flexible learning environments, they also necessitate a fundamental shift in educational literacy. As synthetic video becomes widespread, learners must move beyond passive consumption toward actively integrating, verifying, and ethically engaging with AI-generated video. This article proposes a shift from a conventional video-based learning model to one characterized by critical engagement with AI-generated video. Drawing on emerging literature, the article conceptualizes “Synthetic Media Literacy” (SML) as a core educational competency for AI-generated video-based learning. Its primary theoretical contribution is a five-dimensional competency framework comprising (1) technical recognition, (2) source and algorithmic evaluation, (3) multimodal interpretation, (4) representational examination, and (5) ethical judgment. This competency framework provides an initial theoretical foundation for integrating the skills of critical interpretation, verification, and responsible use of synthetic media into education policy and classroom curricula.
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