Transformative basic education in public secondary school students' digital service co-creation and sustenance of digital safety in Lagos State, Nigeria

Abstract

With digital advancements and technological transformations in today's world and likelihood of increase in years to come, a major concern is how to use school intervention strategies to arm students with critical thinking and personal intelligence skills for safe digital adventures and responsible cooperative behaviours. This study examined basic educational institutions' intervention in students' digital skill acquisition and application for digital safety. The descriptive survey that was conducted on 510 basic nine students from six junior secondary schools (JSS) in the randomly selected education district showed that students formed positive perceptions about school's digital literacy skill intervention strategies. While students' critical thinking was positively related to the sustenance of digital safety, personal digital intelligence was not. It was recommended that digital service providers should offer digital contents in forms that will stimulate users' critical thinking and that digital intelligence should be given more attention during digital literacy trainings.