Institution

University of Galway

Description

This case study reflects a creative and student-centered approach to teaching the Global Political Economy of Mass Media; a new fourth-year module at the University of Galway, delivered for the first time in 2024 to students from Journalism and Global Media programmes. As a new lecturer and researcher in the field, I was determined to bring energy and engagement to a subject that is often perceived as abstract and “dry.” My goal was to help students connect theory to lived realities, using methods that appeal to their media literacy and learning preferences.

Recognizing the challenge of teaching a complex and theory-heavy subject to a visual and digitally native generation, I embedded a range of strategies to activate critical thinking, deepen understanding, and spark discussion. These included multimedia content, gamification, and active classroom experiments that mimicked real-world dynamics of media influence and power.

Multimedia played a central role. I curated short TikTok videos and clips from popular platforms to introduce students to key ideas through familiar formats. For example, videos demonstrating news framing, corporate media bias, or platform algorithms were used to visually unpack concepts that are otherwise difficult to grasp from texts alone.

Gamification was another core tactic. In one session, students played a charades-style game involving historical European political events and figures—many of which they couldn’t identify. This prompted reflection on how mass media prioritizes certain histories and narratives over others, aligning with the interests of dominant groups. In another class, we played “Guess the Place,” where students were shown ambiguous or stereotypical images and asked to guess their location. Most guesses were incorrect, revealing how visual cues and media stereotypes shape global perceptions. Role-play exercises were also used to simulate media ownership negotiations or policy debates, helping students embody different perspectives and power dynamics.

A particularly impactful moment came during a lecture on propaganda. I presented a theory in a formal, convincing academic tone only to reveal later that it was fabricated. The theory was a mash up of concepts borrowed from psychology and marketing, but doesn’t make a real nuance. This experiment illustrated how easily audiences can accept information when it is delivered from a position of perceived authority. It opened up a broader discussion about epistemic trust, institutional power, and critical media literacy.

This approach, though still evolving, demonstrates how even the most abstract topics can be transformed into dynamic learning experiences through creativity, play, and media-savvy pedagogy. By embedding elements of critical thinking, media analysis, and reflective engagement, the module not only conveyed knowledge but also built competencies aligned with the goals of Education for Sustainable Development—such as critical inquiry, systems thinking, and cultural awareness.

The case shows that sustainability in education is not only about environmental issues, but also about sustaining curiosity, agency, and a sense of relevance in the classroom.

Intended Learning Outcomes

By engaging with this initiative, students were expected to:

• Develop critical thinking skills through interactive methods that challenge assumptions and encourage reflection on media power, representation, and authority.
• Identify and critically discuss key concepts in the field of political economy, including media ownership, commodification, audience labour, and global media inequalities.
• Apply political economy analysis to real-world media events and issues, using case studies, visual material, and role play to link theory with lived experience and current affairs.

Teaching and Learning Approach

To embed Education for Sustainable Development (ESD) within the module, I employed interactive and student-centered pedagogies that promote critical awareness, systems thinking, and reflective learning. Gamification was used to make abstract concepts tangible—students engaged in simulations, role plays, and classroom games that exposed power dynamics, media stereotypes, and knowledge production.
Multimedia content drawn from platforms like TikTok helped bridge theoretical ideas with contemporary media cultures, making the material more relatable.
A key strategy involved disrupting epistemic assumptions, such as presenting a fabricated theory to spark discussion about authority and truth in media. These approaches created space for students to critically examine the structures that shape media systems, while encouraging dialogue, curiosity, and a deeper understanding of global interdependence—core values of ESD.

Assessment Strategy

Student learning and engagement were assessed both informally and formally. Informally, I observed student reactions in class and gathered feedback through oral conversations and reflective journals. Many students described the lectures as “entertaining” and “eye-opening,” indicating that the creative pedagogical methods made a strong impression.

Formal assessment included two core assignments. The first was a written critical reflection on three lectures, encouraging students to engage deeply with theoretical concepts while evaluating their own learning journey. The second assignment required students to produce a short video overview of a key text in the political economy of communication. This multimodal task assessed their ability to synthesise complex ideas and communicate them clearly. Additionally, students were encouraged to apply political economy analysis to media systems in both their home countries and global contexts, enhancing cross-cultural understanding and systems thinking central goals of ESD.

Impact and Outcomes

The initiative had a notable impact on student engagement and critical thinking. Feedback from students—both informal and through reflective journals—highlighted that the lectures felt “engaging,” “eye-opening,” and “memorable.” Many appreciated the use of games, media, and surprise elements as effective ways to understand complex theoretical ideas. Several students expressed that the course changed how they view news and media structures in their everyday lives. Although still in its first iteration, the module has sparked interest among colleagues in the Discipline of Journalism and Media, opening conversations about playful pedagogy and critical media literacy. The experience also helped me build confidence as a new staff member and set a foundation for longer-term integration of ESD-focused methods in future modules. The blend of critical theory with interactive learning is proving to be a sustainable and impactful model for teaching global media systems

Collaboration, Partnerships & Student Participation

While the initiative did not involve external partnerships, it was supported by an open and encouraging culture within the Discipline of Journalism and Media at the University of Galway. This institutional support gave me the freedom to experiment with creative pedagogical methods in the classroom.

Students played an active and central role, not only as learners but as participants in shaping the dynamic of the module through their engagement in games, discussions, and critical reflections. Their responses, feedback, and curiosity directly influenced the pace and development of the teaching approach.

Student Engagement

• 90 students

Disciplines

• Arts and Humanities
• Social Sciences, Journalism and Information

Programmes

• Global Media and Journalism (Undergraduate Program)
• Fourth-Year Journalism Students

Best Practices & Resources

Top Tips

• Teach with the mentality of a disengaged student Design your sessions by asking, “What would make this interesting for someone who doesn’t want to be here?” Using humour, curiosity, and play can transform a dry subject into an engaging experience that meets students where they are.
• Blend theory with interaction Complex concepts in political economy or other heavy subjects become more digestible when paired with participatory methods