Abstract:
This research investigates the challenges, opportunities, and success factors associated with integrating video production education in Lebanon. The study aims to explore the experiences of teachers and students involved in video production courses, examining their perspectives before and after the workshop. By employing a mixed method research approach, including interviews and surveys, valuable insights were gathered regarding the practicality and hands-on experiences, student engagement, resources availability, student progress, teacher's role and preparation, as well as the overall impact of video production education. The findings highlight the importance of practical learning, student engagement, and accessible resources in creating a positive and supportive learning environment. The study also draws on the Technological Pedagogical Content Knowledge (TPACK) model, highlighting its significance in designing effective video literacy education. The outcomes of this study provide valuable recommendations for educators, policymakers, and curriculum developers to enhance video production education and promote creativity, critical thinking, and digital literacy among students.
