Media literacy encourages the construction of critical thinking and stimulates skills that foster a constructive attitude and use of media and information and communication technology. In recent years, programmes have been developed in educational contexts with the aim of promoting the construction of media literacy in adolescents. In the present study, a systematic review of the literature is carried out following the guidelines of the PRISMA method, with the aim of identifying and analysing interventions in educational contexts for building media literacy in teenagers. A search was conducted for records published in peer-reviewed scientific journals between 2010 and 2024. Three electronic databases were consulted. In total, 13 studies were analysed that met the selected inclusion criteria. This review shows how to build media literacy and the potential effectiveness of interventions and programmes to this end. The results showed that the programmes evaluated provided educational context for the acquisition of skills for critical analysis and reflection, for decision-making based on media literacy and critical thinking. Furthermore, this review can be of great use in the field of social sciences and education, as it aims to provide a vision of improvement on media literacy programmes and their correct implementation in secondary education.