Critical educommunication: education, dialog, and public policies

<p dir="ltr">This article analyzes the dialogic–critical potential of educommunication to foster critical thinking. On the basis of interviews with experts and questionnaires sent to 141 Education and Communication students at UPV/EHU, analysis using NVIVO identified four key areas: conceptualization, critical educommunication, humanistic po-tential, and public policies. The analysis highlights the urgency of integrating critical media competencies into educational curricula by im-plementing public policies and teacher training. We conclude that critical, dialogic, and reflexive educommunication is essential to transform the relationship with the media and prevent information disorders.</p>