This study explores the relationship between media literacy and media consumption patterns among four key reference groups in Golestan Province, Iran: university faculty, school teachers, cultural and artistic activists, and government managers. Drawing on James Potter’s Media Literacy Theory and the Uses and Gratifications Theory, the research employs a quantitative survey methodology, using a standardized Likert-scale questionnaire. A total of 1,278 valid responses were collected through stratified proportional and multi-stage cluster sampling across 14 counties in the province. Media literacy in this study was conceptualized through three main dimensions: access/use skills, critical understanding, and communication competencies. The findings revealed that participants with higher levels of media literacy are more likely to consume written and digital media (books, newspapers, internet), and less likely to rely on traditional broadcast media, particularly domestic television. The data also showed significant variation in media literacy and consumption behaviors based on occupational role and educational attainment. University professors scored the highest in media literacy and had the most diverse and critical media usage patterns, while government managers showed the lowest scores. Statistical analysis, including ANOVA, correlation, and logistic regression, demonstrated that media literacy not only predicts the quantity of media consumption but also its quality and orientation. Higher critical understanding is strongly associated with increased use of analytical content, while communication competencies align more with interactive digital platforms. Notably, television consumption showed a negative correlation with all media literacy components, suggesting its more passive nature may hinder critical engagement. These findings underscore the importance of tailored media literacy interventions for different professional groups. Enhancing media literacy among reference groups could improve not only their individual media behaviors but also their influence on public awareness, educational practice, and cultural development within society.