Cyberbullying among high school students: digital literacy as a protective factor?

The digitalization era is developing rapidly in Indonesia. The pandemic that occurred accelerated digital transformation in various fields. Various digital platforms were developed to support the continuity of education during the pandemic so that they could develop digital skills and improve the status of digital literacy in Indonesia. In addition to the positive impacts, there are also negative impacts from the development of digital transformation. The National Cyber and Crypto Polytechnic which focuses on information security is committed to encouraging increased digital skills and literacy in the surrounding community. Therefore, this time the National Cyber and Crypto Polytechnic located in Bogor Regency began to focus on developing digital skills and literacy among high school students or equivalent in Bogor Regency. The students' digital literacy status was first measured and then the right program or activity was determined to develop their digital skills and literacy. The digital literacy status was measured based on four pillars, Pillar 1 Digital Skill, Pillar 2 Digital Ethics, Pillar 3 Digital Safety, and Pillar 4 Digital Culture. Data collection was carried out by giving questionnaires to 276 high school students or equivalent who used the internet in Bogor Regency. Students give a score to each statement and then the score will be calculated as an average per pillar. The digital literacy index is obtained from the average score of all pillars. The digital literacy index result is 3.14 which is higher than the West Java digital literacy index of 2.78. In addition, pillar 2 Digital Ethic has the lowest score among the four pillars so that the next program is expected to aim to increase this score.

The Korea 2022 National Curriculum emphasize language literacy and digital literacy in preparation for the digital transition and increased social uncertainty. The purpose of the new curriculum is in line with the international community’s emphasis on digital media literacy. In the future when technology such as ChatGPT has become widespread, literacy based on digital technology will become increasingly important. Therefore, this study empirically explores the current middle and high school students’ perceptions of the components of digital media literacy. In the “Korean Language”, “Common Korean Language 1, 2,” and “Media Communication” segments of the 2022 revised Korean Language Curriculum. In addition, it is intended to provide basic information for digital media literacy classes considering the level and characteristics of learners.
 A test tool with 16 cognitive components and 10 affective components of digital media literacy was created, and students’ responses were collected. The overall average value was 3.5 points or higher, indicating a positive perception of digital media literacy.
 This analysis established the following. First, classes and evaluations involving digital familiarity are needed. Second, digital media challenges with clear goals and objectives should be presented. Third, classes and evaluations of the critical judgement of information are needed. Fourth, sufficient time should be provided for information sharing and communication through digital media.

Objectives In this study, we aimed to verify the effects of the learning psychological characteristics and digital literacy education activities of middle and high school students in Gyeonggi Province on digital literacy and students' core competencies through structural equation modeling. Methods To this end, we utilized data from the ‘Gyeonggi Province School Education Status Survey’ conducted in 2021 and 2022 by the Gyeonggi Educational Research Institute. The analysis focused on the responses from 8,884 middle school students in the first year (2021) and 4,981 high school students in the second year (2022), examining their psychological characteristics, digital literacy education activities, digital literacy, and core competencies. Structural equation modeling was conducted using R software to explore the relationships among the variables, mediating effects, and pathways. Results The results of this study indicated significant influences among learning psychological characteristics, digital literacy education activities, digital literacy, and core competencies of students. Additionally, when comparing pathways between middle and high school students, it was found that the influence of digital literacy on core competencies, the impact of digital literacy education activities on digital literacy, and the effect of digital literacy education activities on core competencies were lower for middle school students than for high school students. However, the influence of learning psychological characteristics on digital literacy was significantly higher for middle school students compared to high school students. Conclusions Learning psychological characteristics, digital literacy education activities, and digital literacy significantly influence students' core competencies. This suggests that various educational approaches focusing on learning psychological characteristics and digital literacy can play a crucial role in enhancing the core competencies of future learners.

Digital literacy can be provided by the implementation of the project-based learning (PjBL) model in the learning process. This research aims to obtain information regarding the effect of socio-scientific issues (SSI)-integrated PjBL on high school students’ digital literacy, especially on Circulatory System material. The method used is a pre-experiment with a one-group pre-test-post-test research design. The research subjects are 35 grade XI students of one of the senior high schools in Bandung. Data on students' scientific literacy abilities were collected by using a digital literacy questionnaire containing statements based on six digital literacy indicators, namely communication and collaboration, critical thinking, data literacy, ICT familiarity, device security, and personal security. Processing and analysis of research data uses the Wilcoxon test. The research results show the implementation of SSI-integrated PjBL by creating projects in the form of popular articles can increase students' digital literacy as indicated by an increase in the average percentage of pre-test and post-test scores from 78.45% to 88.66%. The increase in the average percentage of pre-test and post-test scores based on the N-Gain calculation results is in the medium category with an N-Gain score of 0.5069. The implementation of SSI-integrated PjBL can increase the average percentage score for each digital literacy indicator with the highest average score increase obtained by the ICT familiarity indicator. Therefore, it is concluded that the implementation of SSI-integrated PjBL has an effect on digital literacy and can be used as an alternative learning model that can encourage the improvement of students' digital literacy

This study aims to analyze the influence of digital literacy, adaptability, and self-efficacy on Generation Z's work readiness, while also comparing the effects between senior high school students and college/diploma students. A quantitative approach was applied using an associative-comparative method. The population included high school and university students in the Pekalongan region, with a total of 200 respondents selected through convenience sampling. Data were collected via a questionnaire that had undergone validity and reliability testing. Multiple linear regression analysis was used to determine the impact of each independent variable on work readiness, while an independent samples t-test was conducted to examine differences between the two groups. The findings indicate that digital literacy and self-efficacy significantly and positively affect work readiness, whereas adaptability does not show a significant impact. Moreover, the comparison test revealed that university students demonstrate higher levels of work readiness, digital literacy, and self-efficacy than high school students. However, no significant difference was found in adaptability. These results highlight the importance of enhancing digital literacy and self-efficacy from secondary education levels to improve Generation Z's readiness for employment.

This study aimed to (1) examine the relationship between facilities and students' digital literacy in junior high schools, (2) explore the association between learning motivation and students' digital literacy in junior high schools, (3) investigate the correlation between parental involvement and students' digital literacy in junior high schools, and (4) examine the relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools. This research employed a quantitative descriptive approach with an ex post facto design. The subjects of this study were students of State Junior High School 4 Pakem (SMP Negeri 4 Pakem), Yogyakarta, Indonesia, in the seventh and eighth grades. The sampling used a random technique totaling 178 respondents. Data analysis involved correlation and multiple regression analyses. The results indicated the following: (1) there was a significant correlation between facilities and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.407 and a significance value of 0.000 (p < 0.05); (2) a significant correlation existed between students' learning motivation and their digital literacy in junior high schools, with a computed correlation coefficient of 0.449 and a significance value of 0.000 (p < 0.05); (3) a significant correlation was found between parental involvement and students' digital literacy in junior high schools, with a computed correlation coefficient of 0.508 and a significance value of 0.000 (p < 0.05); (4) there was a relationship between facilities, motivation, parental involvement, and students' digital literacy in junior high schools, as evidenced by the multiple regression analysis, which yielded a computed F-value of 29.693 and a significance value of 0.000 (p < 0.05), with an R2 value of 0.339. This implies that facilities, learning motivation, and parental involvement collectively contribute to 33.9% of students' digital literacy in junior high schools.

This quantitative study investigates digital literacy disparities among high school students when studying physics in various educational environments, specifically contrasting penggerak and non-penggerak schools and urban versus rural settings. Utilising a cross-sectional survey methodology with a sample size of 330 students, the research evaluates competencies across four key dimensions of digital literacy. The findings reveal pronounced disparities, with students in penggerak and urban settings exhibiting superior digital literacy. These results emphasise the necessity of enhancing digital resources and literacy programmes in under-resourced schools to equalise educational opportunities and prepare students effectively for the digital future.

Backround Digital health readiness refers to the development of health services through digital technologies and the ability to use digital technology to meet health needs and is defined as the main determinant of health. Digital access, usage of digital technology, digital literacy and the development of digital health literacy contribute to the improvement of health processes and are thought to be a useful solution against health problems that may arise in the follow-up of cardiometabolic diseases. Participation in rehabilitation programs is significant in the follow-up of cardiometabolic diseases and digital health literacy plays an important role in self-management of the disease and participation in digital cardiac rehabilitation programs. Purpose The aim of our study is to examine the results of the digital usage and skills, which assesses digital health readiness and willingness to learn new digital health tools in individuals with cardiometabolic diseases. Methods 100participants(mean age=52.28±11.99/years,F:55, M:45) aged 20-80 years and diagnosed with cardiometabolic diseases including hypertension, diabetes mellitus, obesity and cardiac diseases were included in the study. The participants' age ranges were categorized as Group1(20-40 ages between), Group2(41-59 ages between), and Group 3 (60-80 ages between) and educational levels were categorized as high school and below, and university and above. Each participant was presented with 20 statements under the headings of digital usage, digital skills, digital literacy, digital health literacy, and an additional category of digital learnability that Digital Health Readiness Questionnaire and was asked to rate them from 1to5. Results There was a significant difference between the age groups in the digital usage category of the participants(F=6.89,p=0.002).The significant difference between group1 and group2 (p=0.034)and between group1 and group3(p=0.001)was in favor of group1.No significant difference was found between age groups in the categories of digital usage, digital technology usage, digital literacy, digital health literacy and digital learnability(p>0.05). In digital usage, internet use had the highest participation rate (4.64±0.91),while activity tracker use was found to be the lowest(2.01±1.67). Conclusion This study found that participants aged20–40,especially those with higher education levels, were more likely to use digital devices such as smartphones, laptops, and wearable activity trackers. Younger age and higher education were associated with greater digital usage, learnability, and motivation to develop digital skills. Prior assessment results of this study support that promoting digital health literacy in all age groups can increase the prevention, management and rehabilitation of cardiometabolic diseases by improving healthy lifestyles and control of risk factors.

IntroductionPresently, the concept of preparing youth for the labor market in the 21st century receives much attention because of the rapidly changing nature of work and the soft skills and hard skills required by employers. Therefore, graduates need to be competent at work skills necessary for the 21st century to be able to face challenges of work in the present age and to have new perspectives for facing challenges and changes of work. According to the Federation of Thai Industries, the estimated number of workers needed by 14 groups of manufacturing industries during 2013-2017 included 58 percent of high school graduates.ObjectivesThe current study aims to survey and assess essential skills development in high school students in Southern Thailand for the workforce in the 21st century.MethodsThe cross-sectional study was applied to 1,200 subjects consisting of 400 employers and 800 high school students. Data was analysed using means, standard deviation and t-testResultsThe results revealed that communication, digital literacy, creativity, critical thinking, collaboration, and responsibility were the major skills development needs of high school students in the 21st century labor market. The results indicated that high school students’ levels of skills were lower than those required by employers in four skills: communication, digital literacy, critical thinking, and creativity at the statistical significant level of .001, as presented in table 1.Table 1.Means different for skills development need by sample group.SkillsEmployersHigh school studentsΧS.D.χS.D.tCommunication4.08.403.17.8921.385***Digital literacy4.17.413.41.9717.120***Creativity3.97.453.01.7917.113***Critical thinking4.14.433.47.9714.776***Collaboration3.391.043.41.94-4.267***Responsibility3.391.183.611.00-3.877***P<.001ConclusionsThe high school students possess skills needs for work in the 21st century at lower levels than those needed by employers. This is the issue requiring attention from individuals involved in educational management as they must find ways to develop the teaching and learning methods that can upgrade students’ skills that are needed for work and seen by employers as highly important. These skills are communication, digital literacy, critical thinking, and creativity. The teaching and learning styles should be more active rather than passive to stimulate students to think, to be proactive instead of passively to respond to whatever happens, to propose their ideas or to express differing opinions and using the appropriate language or communicating tools. The fact that these skills are at a moderate level could result in limitations for young people’s development or employment as these skills are required for work in this century where analytical thinking and creativity are necessary for invention both in the workplace and in private life.Disclosure of InterestNone Declared

Digital literacy is essential for scientific literacy in a digital world. Although the NGSS Practices include many activities that require digital literacy, most studies have examined digital literacy from a generic perspective rather than a curricular context. This study aimed to develop a self-report tool to measure elements of digital literacy among middle and high school students in the context of science practice. Using Messick's validity framework, Rasch analysis was conducted to ensure the tool's validity. Initial items were developed from the NGSS, KSES, and other countries' curricula and related research literature. The final 38 items were expertly reviewed by scientists and applied to 1194 students for statistical analysis. The results indicated that the tool could be divided into five dimensions of digital literacy in the context of science practice: collecting and recording data, analyzing and interpreting (statistics), analyzing and interpreting (tools), generating conclusions, and sharing and presenting. Item fit and reliability were analyzed. The study found that most items did not show significant gender or school level differences, but scores increased with grade level. Boys tended to perform better than girls, and this difference did not change with grade level. Analysis and Interpretation (Tools) showed the largest differences across school levels. The developed measurement tool suggests that digital literacy in the context of science practice is distinct from generic digital literacy, requiring a multi-contextual approach to teaching. Furthermore, the gender gap was evident in all areas and did not decrease with higher school levels, particularly in STEM-related items like math and computational languages, indicating a need for focused education for girls. The tool developed in this study can serve as a baseline for teachers to identify students' levels and for students to set learning goals. It provides information on how digital literacy can be taught within a curricular context.

This study aims to determine the effectiveness of augmented reality (AR)-assisted e-modules to improve digital literacy for students in high school Biology learning. This study uses a quantitative method with a Quasi Experimental non-equivalent control group design . The respondents in this study were high school students in Aceh Province, Indonesia, as many as 96 students consisting of 49 students in the control group and 47 students in the treatment group. Data collection uses a digital literacy questionnaire with the Likert Scale through pre-test and post-test activities. Improving students' digital literacy using N Gain criteria. The data normality test uses the Kolmogorov-Smirnov Test. Data homogeneity test uses the Levene Test. If the data has been distributed normally and homogeneously, then the ANCOVA test continues. Data analysis uses SPSS version 24.0. The test results are used as the basis for making hypothesis decisions. The results showed that the corrected average score of digital literacy in the control class (68.465) was lower than the average score of digital literacy in the treatment class (78.877). Based on ANCOVA analysis, students' digital literacy obtained a significant score of 0.000 or a p value of <0.05, so it can be said that there is a difference in students' digital literacy in the control and treatment classes. This means that learning through AR-assisted e-modules using the PBL model has a better influence on students' digital literacy than PBL alone. Further research can be carried out by implementing AR-assisted e-modules at each school level to determine students' critical thinking skills, creativity, and learning outcomes.

This study aligns with the digital-based General School Education Innovation Policy, which promotes continuous improvements in digital education within classroom instruction to enhance digital literacy. Digital-based public education reform policies, have been consistently integrated into classroom instruction. Digital learning innovations and enhancements have been consistently implemented in classrooms in accordance with digital-based public education innovation policies. Previous research has identified a lack of case studies focusing on instruction, teaching, learning, and assessment practices that enhancing digital literacy through communication and collaborative learning in digital music classes. Compared to other subjects, digital classrooms require diverse teaching methods, learning strategies, instructional guides, and assessment practices that enhance digital literacy through collaborative learning and the use of communication tools. Furthermore, research on digital literacy development in high schools has been limited compared to that in elementary and middle schools. Therefore, further research on high school music and digital literacy is needed. The purpose of this study is to propose instruction for teaching, learning, and assessment practices that enhance digital literacy in accordance with music achievement standards relevant to digital literacy development. to digital literacy, particularly among high school students. To achieve this goal, this explored statements on high school music achievement standards related to digital literacy enhancing. It analyzed the extent to which these standards pertain to digital literacy development and explored how three digital specialist education experts connected these standards to digital literacy development. Based on Bloom's Digital Taxonomy, analyzed the extent to which these standards relate to digital literacy. The analysis of the extent to which high school music achievement standards relate to digital literacy, This paper interpreted the extent and characteristics of these standards and proposed. According to the relevance of high school music achievement standards to digital literacy enhancement, these standards contribute to digital literacy development and proposed ways to apply these findings. The presented case study was repeatedly cross-reviewed by three experts to determine whether it could foster digital literacy. This was followed by a content validation process, verifying its suitability. Suggestions were made for improvements in media & digital technology devices and politically supportive instructional strategies for addressing challenges. Should be improved and supported as digital tools EdTech for music education, serving as the politically supportive education and foundation for enhancing a digital ecosystem culture through music media and digital technology.

Introduction. The article presents an overview of the research on developing soft skills in high school students, research findings on the assessment of universal competencies in high school students and the search for approaches to the development of universal competencies in high school students by means of using digital tools. The purpose of the study is to evaluate the level of soft skills among high school students and to justify the implementation of practical procedures within the framework of a digital learning environment. Materials and Methods. In order to assess the level of soft skills (e.g. emotional intelligence and self-monitoring) in Russian ninth graders (n=400) the authors applied the following general research methods: analysis, synthesis, and reviewing research literature. Empirical methods including M.Snyder’s Self-monitoring scale and Thomas–Kilmann’s inventory were used to reveal the types of behaviors for handling conflicts. The authors developed practical procedures aimed at enhancing self-control, communication and cooperation skills, and emotional intelligence, using Lift to Future and Learnis.ru educational platforms. The research methodology was based on the competence approach (A. M. Aronov, A. V. Barannikov, A. G. Burmus, I. A. Zimnaya, A. V. Khutorskoy) and modern approaches related to the problem of digitalization of education (Ya. A. Vahramenko, A. P. Ershov, I. V. Robert, S. A. Tanganyan). Results. The study revealed the main deficiencies in soft skills among the surveyed 9th graders. The authors identified invariant (lack of self-reflection, lack of motivation for self-development, unwillingness to change) and variable difficulties that impede the development of soft skills in ninth graders and are associated with individual personality traits: lack of self-confidence, excessive ambitions and desires, emotional immaturity, and increased fatigue. The study revealed a low level of emotional intelligence in 50 % of the respondents and a low level of cooperation skills in 75 % of the respondents. The authors presented a range of practical procedures based on using digital tools, which contributed to the development of soft skills indicators in high school students. The study suggests that measures aimed at enhancing soft skills should include both group and individual activities and take into account invariant and variable negative factors. The authors enrich the term ‘digital literacy’ with new content. Conclusions. Finally, the authors emphasize that digital tools contributed to maintaining motivation and increasing digital literacy in all the participants of the experiment.

OBJECTIVES/SPECIFIC AIMS: To create prevention strategies targeting ARA and CDA, it is critical to educate and mold adolescent recognition, behavioral intentions, and attitudes regarding healthy dating relationships. Thus, the purpose of this study was to examine if high school students’ recognition of ARA, the students’ behavioral intentional to intervene during ARA episode of someone they know, and the students’ attitudes about the importance of healthy relationship serve as a protective factors against experiencing ARA. Aim 1: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against experiencing ARA in high school students at 3-month follow-up (T2)? Aim 2: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against CDA in high school students at 3-month follow- up (T2)? METHODS/STUDY POPULATION: To examine the relationships between recognition, behavioral intentions, and attitudes of ARA and CDA, a secondary analysis using a descriptive correlational design was used to analyze electronic survey data from a large randomized controlled parent study. The parent study consisted of 1,011 high school students ages 14 to 19 years who sought health service through one of eight school-based health clinics in California. This secondary analysis consisted of 819 students, with 640 (78.1%) female, 178 (21.7%) males, and 1 (0.2%) transgender participant. There were 42 (5.1%) Caucasians, 141 (17.2%) Asians, 218 (26.7%) African Americans, 313 (38.2%) Hispanics, 42 (5.1%) American Indians/Alaskan Natives, and 63 (7.7%) students who responded multi-racial. To measure recognition of ARA, a 10-item, 5-point Likert scale was used with responses ranging from 1=“not abusive” to 5=“extremely abusive” (Cronbach’s a = 0.85). To assess behavioral intentions to intervene, a 5-item, 5-point Likert scale was used to ask participants how likely they would be to stop the ARA behavior if they witness a peer perpetrating ARA with responses ranging from 1=“very unlikely” to 5=“very likely” (Cronbach’s a = 0.89). A 6-item, 3-point Likert healthy relationship tool measured participants’ attitudes regarding healthy relationship with responses ranging from 1=“not important” to 3=“very important”. Both ARA and CDA were assessed using a “yes/no” response choice for the lastthree months. To account for the hierarchical nature of the data analysis, a binary logistic regression was used in SPSS 24. To take into account the clustering coefficients of the eight different school clinics and as well as the parent study’s intervention and control groups, these clusters were examined as co-variates. Sex, race, and age were included as covariates, also. RESULTS/ANTICIPATED RESULTS: The relationship status of high school students consisted of 262 (32.0%) who were single, 97 (11.8%) who were going out, dating, or hooking up with more than one person, 423 (51.7%) who were seriously dating one person, and 37 (4.5%) who were not sure. At 3-month follow-up assessment, 111 (13.6%) of high school students experienced ARA, and 476 (58.1%) experienced CDA. The mean recognition of ARA score was 3.90 + 0.67, mean behavioral intentions score was 4.00 + 0.83, and mean attitudes score was 2.54 + 0.37. When examining the full ARA model including all three predicators controlling for the demographics and group assignment, none of the predictor variables were significant (p>0.05) in predicting ARA in high school students. Also, all three predictors were not significant in predicting ARA in the main effects model. When examining the full CDA model, with no interaction, all three predictors were significant. Recognition had 0.784 decrease odds (95% CI = 0633-0.971, p = 0.026) of predicting CDA. However the odds of CDA increase non-linearly up to the mean (2.537709) for the attitudes variable after which the odds then decreases non-linearly. The odds of CDA is increasing non-linearly up to 3.073913 for the behavioral intention variable after which the odds then decrease non-linearly. DISCUSSION/SIGNIFICANCE OF IMPACT: Adolescence is typically a time of exploration, transition, and social development. Researchers should investigate the efficacy of ARA and CDA prevention programs that focus on recognition, behavioral intentions, and attitudes to educate adolescents on healthy relationships. Results showed that behavioral intention to intervene and attitudes about healthy relationship can serve as protective factors against CDA. From our data, more students experienced CDA compared to ARA. Thus, it may by useful to recognize the use of technology as a social force within the adolescent culture in defining adolescents’ experiences of healthy relationships and potential experience of CDA.

The phenomenon of the Covid-19 Pandemic is a worldwide viral phenomenon, all countries in the world feel its impact. New phenomena and habits are born that affect all aspects of human life. The sociocultural and economic factors have given birth to a new order that is more obvious, Garut is included in the yellow line status category because there is an increase in Covid 19 cases every day so that it becomes a standby district in West Java despite the implementation of New Normal Adaptation This study examines how the transformation of social capital and digital literacy in learning in the era of covid 19 and the influence of learning in the era of covid 19 on the transformation of social capital and digital media literacy carried out on high school students in Garut Regency as many as 207 students who successfully captured information in the future. Covid 19 pandemic. The results of the study show that the social/physical distancing policy that has been put in place has become a new order in the lives of people and students in Garut district, the habit of crowding is lost for a moment and replaced by the habit of staying at home and keeping a distance. As a result, the learning that is carried out is forced by utilizing the media owned by schools and students, on average students use their social media to access assignments and learning materials such as Whatsapp, Facebook and school Instagram. While there are still a few who use class application media such as Google Classroom, Microsoft Team, Zoom for reasons of limited credit quota. But in general, there has been a paradigm shift in the use of digital media in the learning process in the Covid 19 Era. There is a significant influence with very high criteria that learning in the Covid 19 Era positively affects the transformation of Social Capital and Digital Media Literacy among High School Students in Garut Regency. Based on this, this research confirms that there is a positive impact related to learning conditions in the Covid Era with the transformation of social capital and digital media literacy. However, there are still obstacles in the use of digital media among students. © 2021 RIGEO. All Rights Reserved.