Media Pedagogy in Multidisciplinary Conventional and Distance Education: Theories, Practices, and Cross-Sectoral Implications

Media pedagogy has emerged as a pivotal intellectual and practical domain at the intersection of communication studies, educational technology, and curriculum theory. This chapter examines the theoretical foundations and applied dimensions of media pedagogy across multidisciplinary contexts, drawing on empirical evidence from both conventional face-to-face and distance education systems. It argues that effective media-pedagogical integration requires more than technological adoption; it necessitates epistemological repositioning within disciplines as diverse as medicine, law, engineering, the humanities, and the social sciences. Through a critical synthesis of contemporary scholarship, the chapter analyses instructional design frameworks, learner engagement models, and institutional policy landscapes that shape media pedagogical outcomes in synchronous and asynchronous educational environments. Key themes include digital literacy as a disciplinary competency, the role of socio-cultural context in mediating technology acceptance, and the pedagogical implications of immersive and algorithmic media. The chapter concludes by advancing an integrative framework—the Multidisciplinary Media Pedagogy Continuum (MMPC)—that bridges conventional and distance modalities, offering actionable directions for educators, curriculum designers, and institutional policymakers.