Objectives: The purpose of this research is to scientifically substantiate the role of cinematographic language in fostering critical thinking, enhancing visual interpretation skills, and promoting comprehension of cultural and social messages conveyed through film. Prior Work: Prior research has highlighted the significant role of cinematographic language in the education of younger generations and in social communication. Studies by scholars such as Christian Metz, David Bordwell, and Laura Mulvey have demonstrated how narrative structures, editing techniques, and visual symbolism contribute to the construction of meaning and influence contemporary audience perceptions. Approach: This study adopts a qualitative methodology, combining theoretical synthesis with content analysis of representative cinematographic sequences within educational contexts. It examines how cinematographic language can be critically “read” and interpreted by students. Implications: The research supports the integration of film education into school and university curricula, emphasizing the potential of cinema as an educational tool. It further underlines the importance of teacher training in this area to ensure effective delivery of film education. Results: The findings indicate that individuals with knowledge of cinematographic language are better equipped to interpret visual messages with depth and accuracy, to identify manipulative techniques and implicit ideologies, and to develop more advanced critical thinking abilities. Value: This research contributes to the development of a scientific knowledge base within media education, providing both theoretical and practical insights into the understanding of cinematographic language. The study offers evidence to support the formulation of modern educational policies tailored to the cultural needs of contemporary students. It also proposes the initiation and development of cinema and animation workshops for children