Children are spending increasing amounts of time online prompting practitioners and parents to raise concerns about their online safety. However, the impact of children’s subjective versus objective knowledge on their perceived online safety and attitudes towards e-safety education remain unclear. Questionnaires were used to assess children’s (N = 329, aged 8–11 years) perceived online safety, subjective and objective knowledge of online safety/dangers, and attitudes to e-safety education. While participants generally reported feeling safe online and perceived that they had a good awareness of online dangers and how to avoid them (subjective knowledge), they tended to be poor at articulating for themselves exactly what those dangers were and how they personally could elude them (objective knowledge). This was especially true of boys and younger children. Moreover, only subjective knowledge of online safety/dangers significantly predicted perceived online safety. Together, these findings suggest that some children may think that they know how to stay safe online but lack – or at least be unable to articulate – objective knowledge that could actually keep them safe. Consequently, there is a need to assess children’s objective knowledge of online safety/dangers and to provide appropriate education for children who currently lack it.
Peter J. R. Macaulay, Michael John Boulton, Lucy R. Betts et al.
Children are an important element of the community; they represent the hope of a bright future. The safety of our children is priceless. Nowadays children are using the internet on a daily basis for many reasons; playing online games, social media or even for doing their school works. The internet takes a huge part of their times and unfortunately, most of these children are not aware of online risks and how they should respond properly to online risks. Moreover, children may have unlimited access to the internet without any control or supervision. The cybercrimes are increasing year after a year and the government of UAE considers the safety of the citizens as one of the most priorities to achieve. As the safety of our children is a priority, the Ministry of Education in UAE provided a cyber security awareness program for children in order to raise their security awareness level about online risks and online best practices. The objective of this research is to investigate the effectiveness of the cyber security awareness program offered by the Ministry of Education in UAE to students aged 8 to 10 years old. This research paper methodology based on qualitative methods for collecting data in which data were collected from interviews conducted with both the trainers of the program and students who attended the program. It was found that the children may expose to different online risks and the topics included in the cyber security awareness program were effective and aligned along with possible online risks children may expose to. Both the trainers and the students agreed on the efficiency of the cyber security awareness program and students believed that the awareness program influenced their online behavior. Although the interviews provided valuable findings, the real effectiveness of the cyber security awareness program hard to be measured as it depends on how students will behave online.
In this paper, based on the review of the latest literature and research conducted in practice, the possibilities of applying information and communication technologies (ICT) in primary education from the aspect of safety and child protection will be investigated. In the 21st century, access to the Internet is increasing, and children of elementary school age are entering online communication earlier and earlier. Children are becoming active users of social networks and digital platforms, which have been expanding for years. However, the results indicate that the use of ICT, although an important educational resource, may pose risks to children's safety and privacy, including exposure to unverified content, cyber threats, and inappropriate use of digital devices. A large number of cases of violence on the Internet with tragic outcomes have led to the fact that today the European Union is considering banning children from accessing social networks. In this paper, we highlight the important roles of parents and educational institutions in protecting the safety of elementary school-age children online. The empirical part of the work consists of empirical research of a quantitative nature, which I conducted using an online questionnaire based on the experience gained from long-term work on the prevention of violence on the Internet within the program of the Institute for the Advancement of Education of the Republic of Serbia, "Safety of Children on the Internet". In this context, the qualitative research collected and evolved the attitudes and experiences of students, teachers, and parents about the challenges and potential risks that digital technologies bring to children in the educational environment from the aspect of child safety. Research indicates that continuous education and information of parents, teachers, and children in primary education is a safe way to prevent and protect the digital safety of children in a virtual environment. Children in primary education have certain skills in using smart devices; however, research shows that children mostly ignore basic safety rules, and thus make it easier for online predators and bullies.
Accessible Summary A lot of people with learning disabilities enjoy using the Internet every day and use social media on their mobile phones. Staying safe online is important. This research used interviews and focus groups to find out what children, young people, their parents and teachers thought about Internet safety, extremism and online radicalisation. Extremism is when people have strong and dangerous views about laws or religion. Radicalisation is when people support extremism in a dangerous way. People can be targeted on the Internet to talk them into supporting extremism. The young people said they knew a lot about staying safe online, but parents were concerned about risks. When people with learning disabilities learn about staying safe online, they should be given information about online radicalisation and grooming for terrorism. Abstract Background Young people with learning disabilities are increasingly using the Internet but can be vulnerable to being victimised online. As learning disability services develop guidance on how to support Internet use, it is important to explore what support is necessary. Methods This research used interviews and focus groups to explore what children, young people, their parents and teachers thought about Internet safety, extremism and online radicalisation. Results Results showed that the students were active Internet users and were confident about online safety but parents were concerned about the risks associated with Internet use. Following taking part in a peer education project that focussed on Internet safety and specifically about risks of online radicalisation and extremism, the students understood possible links between grooming and online radicalisation and their teachers increased their understanding of the importance of digital engagement for their students.
This article addresses the issue of cyber threats to children and adolescents in the context of theireveryday online activity. It explores the phenomenon and the most common forms of risk, such asharmful online content, cyberbullying, exposure to pornography, sexting, and emotionalmanipulation. Special attention is given to the role of the family in safeguarding the digital safety ofyoung users. Referring to B. Harwas-Napierała’s concept of parental competence, the importance ofparental engagement, communication and trust-based relationships is emphasized. The empiricalsection presents the results of a study conducted among high school students regarding theirexperiences with online threats and their perception of parental attitudes and protective strategies.The findings indicate a significant correlation between parental behaviours and children’s sense ofdigital safety and highlight the need to support families in the process of digital education.
Digital literacy is widely viewed as a key component in safeguarding online safety among children. For children to be safe online, they ought to be aware of the dangers and opportunities existing in the digital space. Therefore, they ought to possess the ability to make critical decisions about the kind of content that they encounter online. The objectives of this study were to examine the type and level of digital literacy among Kenyan children, to determine the link between digital literacy and digital safety among Kenyan children, and to identify barriers to effective digital literacy training among children in Kenya. The theories of Digital Literacy, the cultivation theory of media and communication, the theory of social cognition developed by Albert Bandura, and the Media Literacy theories guided this study. A quantitative research approach and a comparative research design were employed to investigate the link between digital literacy and digital safety. A sample size of two sets of 32 children between the ages of 12 to 14 and 12 to 17 was identified, one set comprising 16 children who have undergone digital literacy training and another comprising those who have not. A similar questionnaire was administered to both respondents to gauge how they would respond to the questions. The study targeted children who have undergone the Mtoto News Digital literacy training programme and those who have not undergone the training. The study found that children who have undergone digital literacy training are less likely to be harmed in the digital space compared to their untrained counterparts. The study also found TikTok to be the most consumed social media platform, followed by Instagram and Facebook. Children with digital literacy training were also found to possess strong skills in setting strong passwords and setting up two-factor authentication as a precautionary measure for their online safety. Additionally, the study found out that children without Digital literacy training could identify what fake news is.
Digital technology has influenced children's lives, shaping their norms, attitudes, and behaviours. This study aims to understand the online behaviours of children in Indonesia, exploring their activities, risks, and safety measures. Conducting semi-structured interviews with 510 children aged 9-18 across Central Java, East Java, and South Sulawesi Provinces in Indonesia, the study sheds light on the prevalence of internet usage among children and their online experiences. Indonesian children use the internet extensively for entertainment, communication, and information. Children consider the internet an important part of their lives, although they often lack awareness of online dangers and what constitutes risky behaviours, such as adding unknown contacts and sharing personal information, especially in online gaming contexts. Children rely on simple safety measures, necessitating comprehensive education on online safety. While many share their online experiences mainly with friends, those with strong parental bonds share it with their families too. The study emphasizes the importance of discussing online risks, including sexual exploitation and abuse, and cyberbullying as they frequently encounter such experiences but hesitate to report them. Overall, the study provides valuable insights for tailoring online safety programmes to meet children's needs and underscores the importance of informed digital parenting strategies to safeguard children's online well-being.
Karen Muller, Astrid Gonzaga Dionisio, Sanghyun Park et al.
Purpose This paper examines children's development of digital literacy, resilience and citizenship in the online environment, addressing active engagement and participation via cartoon videos. Previous research has emphasised the positive role of cartoons in different educational contexts, as important agents of attracting children's attention and interest with opportunities to engage in contextual and collaborative learning. Design/methodology/approach The work describes the design and an initial pilot study of the animated cartoon video series, with a group of 30 children in an S1 class, at a secondary school in Scotland as part of workshop addressing digital resilience themes. Children worked individually and in teams in a series of interactive activities, which were evaluated by means of a short questionnaire survey. Findings The majority of the children enjoyed the cartoon videos which addressed a story of cyberbullying and, in teams, they chose different copying strategies. Children's verbalisations included expressions of positive feelings when connecting online, linked to socialising, creative and playful activities and they expressed a preference towards speaking to their parents and friends rather than their teachers when dealing with online challenges. Research limitations/implications Children not only enjoyed watching the cartoon story but had an interest to learn more about how other children deal with the pressures and challenges of the online world, how to manage their own digital footprint and, particularly, how easy it is to spread personal information online. Practical implications Cartoon animations present an opportunity to act as a basis for encouraging children to exchange ideas and engage in dialogue in class and at home by means of creating a point of reference which creates an environment, where pressure is taken away from the “self”. The cartoon character can be the focal point for discussion on issues that may be difficult to address directly and on a personal level because of insecurity or fear. Social implications Both teachers and parents have a responsibility to offer support and advice to children and ensure their online safety and resilience. Engaging with children in open further dialogue via fun and interactive cartoon-based activities may help to further explore and understand their perspectives. Originality/value The work addresses everyday life issues encountered online and aims to offer educators and parents an engaging and fun series of activities, harnessing the advantages of cartoon video animation as a didactical resource that can utilised as a supplementary learning tool inside the classroom and at home.
