This article analyzes the integration of media literacy into teacher education with a focus on comparative analysis of international experiences and local practices. In the digital era, media literacy is recognized as an essential component of teacher professionalism, enabling educators to critically evaluate information, create digital content, and foster responsible media use among students. The study highlights best practices from international contexts, including the United States, Finland, and Singapore, and compares them with the reforms and initiatives implemented in Uzbekistan. The analysis demonstrates that integrating media literacy into teacher training requires a systemic approach that combines curriculum reform, methodological innovation, digital infrastructure, and continuous professional development of educators.  

Media literacy, teacher education, comparative analysis, international practices

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