The aim of this study is to diagnose the pathology of media literacy in elementary school students and to present an applied model. The phenomenological method was used. The participants included elementary school teachers and administrators, and the sampling method was selected purposively (snowball) and the sampling continued until theoretical saturation was reached. The data collection tool in this section is semi-structured interviews. For validity and reliability, as well as for designing a modified model, focus group interviews with seven experts in the field of media literacy and curriculum planning were used. The findings of the first part of the study, which examined educational and implementation problems, identified educational problems in the following areas: failure to provide a basis for the acceptance of media literacy, students' failure to determine the accuracy and correctness of information, failure to lead students to reflect on and critically understand information, inability to meet students' information needs, students' failure to use persuasive methods in media productions, students' failure to promote responsibility in choosing and using messages, students' difficulties in recognizing visual forms of communication, students' failure to improve the quality and lifestyle, and damage related to the implementation area in three areas: failure to provide facilities for teachers and students, failure to provide a basis for the acceptance of media literacy, and the teacher's lack of expertise. The findings of the second part of the study led to the design of a revised model in which the balance between the different components of media literacy, the use of interactive teaching methods, and the strengthening of critical thinking skills were emphasized. Therefore, to improve the current state of media literacy in the primary schools, it is necessary to review the content of textbooks, develop teacher empowerment programs, strengthen technology infrastructure in schools, and create comprehensive policies to expand media literacy education. Also, using integrated approaches in curriculum design can greatly help improve students' media skills and critical abilities.</p
