Digital Competence and Information Security in Adolescents∗ (original) (raw)
Related papers
TEENAGER'S SAFE ONLINE BEHAVIOR AND THE LEVEL OF KEY COMPETENCIES DEVELOPMENT
In the article the results of research on level of development of basic competencies of teenager's safe online behavior are described. Among basic competencies «Understanding of the human rights concept in the Internet»; «Online participation»; «Personal health management during work with digital devices»; «Address for support and protection» are meant. Qualitative, quantitative and correlational analyses of teenager's responses regarding their knowledge, skills and attitudes towards Internet use, experience of Internet use are reflected. Keywords: address for support and protection; e-participation; human rights online; key competencies of teenager's safe online behavior.
Digital competences of parents in the matter of electronic threats
ERPA International Congresses on Education 2018 (ERPA 2018) , 2018
Digital competences have become one of basic skills in XXI century. Due to the ability to digitally access data and manage information and use electronic services, the quality of life has improved, and there has been an improvement in many activities connected with communication, shopping, ticket booking and a range of other repetitive activities. However, there is an additional layer overlapping the technical skills, which layer is connected with understanding the threats deriving from common availability of ICT. The aim of this paper is a diagnosis of digital competences level of parents in the matter of safe use of electronic media. To do this, quantitative research have been prepared, which measure six crucial areas of internet threats: ability to evaluate reliability of information on Internet, safety in the matter of contact with other users, image protection on Internet, knowledge concerning copyrights, knowledge concerning cyber-bullying mechanisms, proper performance of financial operations. The weakest areas of digital literacy seem to be: copyright protection and issues concerning contact with other users. The research was realized with the use of a competence test. The analysis was carried out on 260 parents of students attending secondary schools in the second half of 2016.
Online Safety as a New Component of Digital Literacy for Young People
Integration of Education, 2020
Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for learning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media education and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15-21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender-girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students' digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.
WSEAS TRANSACTIONS ON SYSTEMS AND CONTROL, 2021
Information security in the context of digital literacy is a digital skill that enables safe and purposeful movement through virtual space. Due to rapid and unstoppable technological progress, multiplying opportunities and pushing the boundaries of digital technology and the Internet, the interest of the state and institutions within the state is to raise digital competencies of citizens, with special emphasis on children and youth as the most vulnerable groups of Internet users. The age limit and frequency of use of the Internet by young generations has been moved back a year due to the COVID-19 pandemic, and the concern for information security of young people is increasingly emphasized. If, and to what extent, knowledge of the issue of identification and authentication affects the information security of high school students aged 16 to 19 in the virtual space, the research question addressed by the authors of this paper was to determine which student behaviors pose a potential da...
Digital Security in Educational Contexts digital Competence and Challenges for Good Practice
Computers in the Schools Interdisciplinary Journal of Practice, Theory, and Applied Research, 2024
ICT (Information and Communication Technologies) have revolutionized teaching and learning (Oguguo et al., Citation2023), allowing access to digital educational resources, facilitating distance education and online guidance (Guillén-Gámez et al., Citation2022), and promoting more interactive and personalized teaching (Eseadi, Citation2023). In this context, digital competence must be considered a key and transversal issue in order to make safe and critical use of technologies for work and leisure (Torres-Hernández & Gallego-Arrufat, Citation2022), or in our case, in educational environments (Tomczyk, Citation2019). Faced with the possible risks that a K-12 teacher or student may encounter on the network, the adoption of security best practices is essential (Alvarez-Flores, Citation2021). Both in-service teachers and pre-service teachers must have adequate digital competence to make good use of ICT in a critical manner. Ferrari and Punie (Citation2013) through the DIGCOMP model (European Framework of Digital Competences for Citizens) identify the key factors of digital competence in terms of the knowledge, skills, and attitudes necessary to achieve such digitally competent. This encompasses five areas: information, communication, content creation, security, and problem solving. Here, security implies knowing how to protect technological devices, knowing how to protect personal data and privacy, and knowing how to protect health and well-being (Vuorikari et al., Citation2016). Thus, it is necessary to firstly ensure that effective and safe use is made of digital supports and technological devices such as laptops, smartphones or digital tablets used very frequently both by teachers (Sulasmi, Citation2022) and by students (Sáez López et al., Citation2019). Consequently, it is necessary for educational institutions to promote the use of security barriers to deal with any type of virus or malicious attacks (Anastasiades & Vitalaki, Citation2011; Opeyemi et al., Citation2019). It is also important for us to understand what the existing security measures in educational digital environments are, as well as to understand the digital skills of the actors involved. It is also important, given the enormous growth of apps and virtual learning platforms in recent years, that both educators and indeed parents of students emphasize the risks that this may entail for safety and privacy (Siemieniecka & Majewska Citation2022; Uslu & Durak Citation2022). To achieve this purpose, K-12 teachers in particular need to be trained appropriately in digital technologies, to know how to use and share personal information, and at the same time, protect third parties and their data. Göldağ (Citation2021) has shown that as students’ level of use of digital devices increases their level of digital literacy and digital data security awareness also increases. Thus, it is also important to understand what use students make of technology. Digital security is also significantly linked to physical and psychological well-being. Exposure to phenomena such as problematic internet use, digital piracy, sexting, cyber-aggression and cyber-bullying, identity theft, and financial fraud can lead to a range of harmful consequences not only in the online sphere, but also in the offline space. Thus, fostering a sense of digital safety is currently one of the overarching challenges for formal and non-formal education systems. This special issue is dedicated to research studies that consider digital security as an essential aspect in the protection and privacy of students and teachers within the educational community. The studies collected are not only intended to be inspiring, but also to provide practical tools and clear guidelines for educational institutions. These studies seek to promote the formulation of robust educational policies and effective practices that improve the competencies of the educational community in digital security and reinforce privacy protection measures. Although focused on Europe and Spain in particular, the articles reflect a broader global effort by teachers and students to use educational technology safely and efficiently, ensuring a protected and reliable learning environment. In addition, they address innovative strategies and best practices to anticipate and mitigate digital risks, thus strengthening confidence in the use of digital resources in the educational field. There was a tremendous interest and response to this special issue call however interestingly a number of the submissions focused on education technology, rather than on digital security in education as the call directed. In this context, we consider there is a need to research and promote strategies that integrate digital security holistically as part of the educational environment. In this context, it is important not only to adopt innovative technologies, but also to ensure that their implementation is secure and that all members of the educational community are equipped with the necessary skills to protect themselves against digital threats. This is a somewhat under researched area in the education field, particularly in terms of teacher education. This special issue aims to fill that gap, offering research that provides a deeper and more practical understanding of how to strengthen digital security in everyday educational practices. Against this background, we ask ourselves: What digital skills do K-12 pre-service teachers have in terms of online security? What cybersecurity measures should and must be taken in educational institutions and how is student data protected? What kind of obstacles do educational institutions face in terms of cybersecurity? What use do students make of digital devices and how do they protect their safety? How can educational curricula be improved to strengthen digital security? Readers will find empirical investigation of and reflection on these questions, if not complete answers, in this special issue. One of the most notable conclusions of the studies is that despite the extensive training that future Spanish teachers receive during their university studies, they have a low comprehension or competency of in digital security and environmental sustainability. Specifically, the first article, a study by Cabero-Almenara and colleagues evaluated the level of competence in digital and sustainable security of 1,948 pre-service teachers between the 2019–20 and 2022–23 academic years, as well as the identification of possible significant mediating factors. The results indicated that pre-service teachers overall had limited knowledge about technologies and their environmental impact. Further, the study did not find significant differences in environmental literacy and the responsible use of ICT in respect of variables such as age and educational level. The authors emphasize the importance of educational institutions developing environmental digital competencies alongside technological skills. In the same national context, the second article, titled ‘Digital Competences in Cybersecurity of Teachers in Training’, by Guillén-Gámez and colleagues, analyses the digital cybersecurity skills of 217 pre-service teachers. The authors demonstrate that there were significant differences in terms of gender regarding some digital competencies and security related practices. Overall, the pre-service teachers in the sample had poorly developed digital skills in relation to cybersecurity. The third article by Torres-Hernández and Gallego-Arrufat demonstrates similar findings. The authors examined the self-perception of skills and knowledge in digital security education in 1,366 students across five different Education related degree programmes at a Spanish university. Specifically, pre-service teachers were asked about time management in internet use, netiquette, knowledge of digital identity and reputation, understanding of and attention to legislation regarding the protection of personal data, caution in the exchange of data on the internet and responsible attitudes toward the publication of content. Although participants showed high skill levels in sharing digital content and protecting their online reputation, there was a lack of consistency in the application of netiquette and a lack of understanding of the need to protect their own personal information. Furthermore, the authors identified significant differences according to gender and age, findings that contradict the results from the article by Cabero-Almenara and colleagues. This suggests, we contend, that there is a need for further studies exploring this line of research and the impact of demographic variables on digital competence. Moving outside of Europe and Spain, the fourth and final article by Prakasha and colleagues examined the challenges faced by undergraduate students from Bangalore, India, in respect of cybersecurity. Employing a narrative inquiry method, the findings illustrated the multiple challenges that undergraduates experience with cybersecurity and highlight the lack of training they receive on this in both K-12 and university phases. As a summary, in the papers presented in the special issue, the findings highlight the importance of good practice in the field of cybersecurity, as well as the training deficiencies of pre-service teachers, in both Spain and more widely, in respect of preparing the teachers of the future to teach the adults of the future about this important area. The four articles offer a variety of approaches and methodologies, particularly focusing on samples of future educators. The diversity of analysis presented not only enriches the field of education, but also provides valuable tools for those educators and researchers who seek to integrate these practices into their daily work. By highlighting how ICT can be used effectively to improve teaching and learning, these findings invite reflection on the implementation of innovative strategi...
A DIGITAL SAFETY MODEL FOR UNDERSTANDING TEENAGER INTERNET USER'S CONCERNS
2017
A DIGITAL SAFETY MODEL FOR UNDERSTANDING TEENAGER INTERNET USER´S CONCERNS In education, Digital Safety is developing side-by-side with e- and mobile learning. Digital Safety is also included in the Estonian Cyber Security Strategy that points out challenges in social processes (rise of Cybercrime, protecting basic rights, as well as both proactive and reactive measures in Cyber Security and Digital Safety). New ways to use digital devices and solutions also bring along responsibilities, issues with trust, security and safety, and a need for regulation. Nowadays in Estonia, the area seems still to be a kind of Wild West as there are no mandatory programs or guidelines for schools (teachers, students and parents) to address the concerns and challenges – although these areas do have several good volunteerbased initiatives that were used as a part of my thesis to collect information and propose solutions. Therefore, I formulate my research problem as follows: what steps must be taken in order to raise the Digital Safety awareness and competencies of youth (aged 10−14) and adults supporting them (as there is an overall lack of understanding of Digital Safety concepts in the field of education). The objectives of this thesis were to understand habitual Digital Safety behaviour of students aged 10−14, the expectations of their parents, teachers and experts as well as awareness strategies of the field; map and analyse risks and solutions of the field; design and develop an analytical model for Digital Safety measures regarding persons or school as an institution, and to compare both liberal and conservative solutions that strive to change typical behaviour of students. The methods used in the thesis were design-based research (the ADDIE model) and the Grounded Theory method. Included in the toolkit used in studies were Delphi technique, surveys, interviews, narratives, participatory action research and qualitative content analysis. The focus groups for sampling were students, teachers, parents, experts and university students. The analyzing tools came from the chosen method, using different kinds of coding. The limitations of this study include internal validity as I used coding as a main analyzing tool – this was dealt with choosing different methods and sources for clarification. The study’s results are somewhat limited to the local context as mainly Estonian schools were participating, also the sampling is non-probable as it was chosen mainly by snowball, convenience, homogeneous and case study methods. Reliability and objectivity was improved by including external experts to the process. The proposed Digital Safety model for understanding teenager Internet users’ concerns is divided into four sections: stakeholder zones and their influences on the model, classification of risks, levels of concerns and solutions. There are six possible ways to use this model: for developing a national strategy, for understanding issues that are faced by the schools and students, for analyzing the 11 behaviour of those responsible, for developing approaches and solutions that address various types of challenges, for understanding cultural differences and similarities and finally for predicting the effects in the future when new measures are proposed or implemented. For future research I see possibilities to go deeper into various aspects of Digital Safety and its connection to young people, including trust towards government and institutions among youth; lawful and lawless behaviour in digital realm; digital interaction between young people and employers; technological and nontechnological threats for young people online etc.
Parents' knowledge and skills about the risks of the digital world
South African Journal of Education, 2021
In this article we present the level of knowledge and literacy held by the parents of primary school students regarding internet safety (online safety, digital safety) in the context of digital literacy (DL) in terms of both technical skills and knowledge. The study reported on here was conducted in Poland, and was commissioned by the Ministry of National Education. The research involved measuring the knowledge and skills regarding the prevention of electronic threats (e-threats) which are defined as problematic situations and behaviour mediated by digital media and the internet. E-threats are related to mental and physical health, social aspects and technical matters related to the use of information and communication technologies (ICTs). In order to narrow down the research area, 6 components related to e-threats were selected, namely: the ergonomics of using digital media; the evaluation of the reliability of online information; the influence of advertising on consumers' choices; risky online relationships; understanding the mechanisms of secure logging-in; and protection against malware. The DL level was measured using a competence test. An analysis of 514 tests revealed that the most neglected areas were the protection of children against unwanted communication with other users, and secure logging-in. The strongest component was the ergonomics of using ICT. We also noted that more than one fifth of parents showed a satisfactory level of DL related to online safety. Another observation was that DL is a complex and heterogeneous concept. The DL components are related with one another to different extents. Some DL elements are determined by the level of education, place of living, subjective sense of own well-being or intuitive perception (self-evaluation).
Digital Literacy in the Area of Digital Safety Among Parents of the Secondary School Students
Электронные образовательные технологии: решения, проблемы, перспективы, 2019
The article presents the results of research on the level of digital literacy among parents of secondary school students. The study was commissioned by the Ministry of national education and conducted among 466 parents and guardians in 2016. The aim of the study was to show the level of knowledge and skills regarding electronic threats and views on education in the era of digital media dominance. A competency test measuring knowledge and skills served as a research tool. The results showed that parents have a relatively high level of knowledge in terms of ergonomics of using new media, but an unsatisfactory level of awareness in the field of copyright. The data helped formulate guidelines for improving digital security in the family and school.
Cyber Awareness for Teens and Young Adults
National Conference on Cyber Security and Digital Forensics, 2023
In the modern era, millions of individuals seamlessly integrate internet usage into their lives, relying on digital technology for education and daily activities. The internet, communication, and smartphone technologies have become integral, with individuals of all ages engaging in online activities that generate digital data stored remotely, often in the cloud. The expansion of mobile technology and internet connectivity raises concerns about the online safety of adolescents. Adolescents are especially vulnerable to cyber threats and the adverse effects of information and communication technology (ICT) due to their unique developmental characteristics. Cyber safety encompasses the secure use of ICT and protection against unwanted marketing, and advertising. The importance of cybersecurity for children is growing as the internet becomes more accessible to them, exposing them to online risks. This chapter centers on raising awareness about cybersecurity for teens and young adults who heavily rely on digital devices in their daily lives. Safety and security are distinct but interconnected concepts, each requiring specific knowledge and skills. Education plays a pivotal role in promoting security awareness and capabilities, ensuring cybersecurity education reaches people of all ages and societal segments. Cybersecurity education involves two critical components: First, individuals need to understand the importance of taking preventive measures. Second, educators must equip them with the skills to effectively implement these precautions. In an era dominated by digital technology, fostering cybersecurity awareness and competence is essential to safeguard individuals and their digital lives.
Awareness about the Online Security Threat and Ways to Secure the Youths
Journal of Cyber Security
This study aimed to find out the awareness about the online security threat and understanding of the preventive measures to secure the youths from online risks. For this, a quantitative method was applied and the survey questionnaire was instituted to collect the data randomly from the youths studying in class eleven and higher. A total of 264 youths, 147 female and 117 male responded to the survey questionnaire. The data was organized and analyzed using Excel data analysis tool package, interpreted and represented in the form of graphs with some explanations. The awareness about the online security threat was found to be good with 20 percent completely aware and 58 percent aware of it. The knowledge about the two-factor authentication was found to be quite poor. There are 20.4 percent who knows a little and 14.7 percent who do not know anything and 29.5 percent who are not sure about it. The use of cloud encryption, security and protection with firewalls is not so familiar amongst the youth. However, the use of strong passwords for their mobile and other gadgets were mostly applied by the youths. The youths were also found to be concerned with the software and the system in their mobile and other gadgets as they responded that they update it frequently.