An Analysis of K12 Students' Digital Literacy and Cybersecurity Awareness in the Context of Teachers' Views
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Abstract
This study aims to evaluate the digital literacy and cybersecurity awareness of K12 students based on teachers’ views. The research adopts a qualitative design, and data were collected through semi-structured interviews with 15 teachers working at primary, secondary, and high school levels. The data are analysed by descriptive analysis method. Through the teachers' evaluations, various findings were obtained regarding students’ skills to accessing, understanding, interpreting, producing, and using the information and awareness of cybersecurity. In conclusion, this study emphasises the need for systematic educational programs to enable students to use digital tools consciously, securely, and productively and the need for increased support for the teachers’ professional development. It is also concluded that critical thinking, information verification, and creative problem-solving, as core components of digital literacy, should be included more in curricula. These findings point to the importance of a comprehensive educational reform to improve students' digital literacy and cybersecurity skills.
Keywords: K12 Students; Digital Literacy; Cybersecurity Awareness; Teachers’ Views.
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Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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