Online Safety Education Research Articles

Child online safety education: A program evaluation combining a randomized controlled trial and list experiments in Vietnam

With the rapid expansion of internet accessibility, children urgently need to be educated in online safety skills. We conducted a randomized controlled trial (RCT) with 1399 students from 22 junior high schools in Vietnam to assess the impact of an online safety program on their online behaviors. We designed our experiment to capture both the direct and spillover effects of the training program. We combined the RCT with list experiments, an indirect questioning method, to mitigate bias in the measurement of sensitive outcomes. Our impact estimates show the positive effects of the program. Specifically, participation in the program reduced students' identity disclosure on social networking sites (SNSs) by 9.3–16.8 percentage points, increased their online account security practices by 8.9–17.9 percentage points, and decreased their interactions with strangers online by 13.6–23.4 percentage points. Notably, using outcomes measured by the list experiments, we show that the program reduced sensitive and risky online behaviors by 34.7–47.0 percentage points, a result that would not have been revealed with conventional direct questioning. We also observed evidence of spillover effects on nonparticipants in the same schools. Our findings support the implementation of educational programs to enhance children's online safety.

Preventive online safety education for teenagers

The rapid evolution of digital technology has brought both opportunities and risks, particularly for adolescents navigating the online world. This paper delves into the significance of preventive online safety education tailored for teenagers. It explores the current landscape of online threats, encompassing cyberbullying, privacy breaches, and exposure to inappropriate content, among others. Additionally, it evaluates existing educational approaches, emphasizing the need for a proactive, multifaceted strategy to equip teenagers with the necessary skills and knowledge to safely navigate the digital sphere. The proposed preventive education model integrates elements of digital literacy, critical thinking, and responsible online behavior. Furthermore, it discusses potential challenges in implementing such programs and suggests collaborative efforts among educators, parents, and policymakers to ensure comprehensive online safety education for teenagers, fostering a safer and more secure digital environment for the next generation.

Social Media and Online Dating Safety Practices by Adolescent Sexual and Gender Diverse Men: Mixed-Methods Findings From the SMART Study

PurposeSexual and gender diverse youth (SGDY) develop and employ safety strategies on their own to manage risks while using dating apps. This study aimed to describe the online dating safety practices of SGDY and determine the effectiveness of an eHealth HIV-prevention educational intervention with dating safety content to promote future safety behaviors. MethodsSGDY aged 13–18 from across the United States (N = 1087) were assigned to increasingly intensive HIV-prevention educational programs using a sequential multiple-assignment randomized trial design. Data were collected at three time points, each three months apart. Participants were asked multiple–choice and open-ended questions about the safety practices they used online and in person; mixed-methods described the safety behaviors of SGDY. Logistic regressions were used to determine psychosocial predictors of safety behaviors and the effectiveness of the intervention in promoting future safety practices. Results60% (n = 662) of participants used dating apps, most of whom reported using online (96.4%, n = 638) and in-person (92.9%, n = 615) safety strategies, such as limiting the disclosure of personal information or meeting other users in public. Outness and previous victimization were important psychosocial predictors of engaging in safety behaviors. Additionally, participants who received the online safety education were over 50% more likely to employ certain safety behaviors than SGDY who did not. DiscussionWhile most SGDY reported at least 1 type of safety strategy when dating online, safety practices differed across psychosocial variables, such as outness. This study provides evidence for the effectiveness of an eHealth educational intervention tailored to SGDY to promote additional safety behaviors.

The Role of Public Libraries in Digital Media Literacy: Fostering Critical Thinking and Online Safety Among Youth

Public libraries play a vital role in promoting online safety, digital citizenship, and responsible social media use among youth. Through various initiatives and programs, libraries provide resources, education, and support to help young people navigate the digital landscape safely and ethically. This paper examines the importance of online safety education, the promotion of digital citizenship awareness, and the fostering of social media ethics in public libraries. It also analyzes case studies that highlight the impact and effectiveness of these initiatives. Evaluation methods for assessing the effectiveness and learning outcomes of these programs are discussed. The findings demonstrate that public libraries are essential in empowering youth to become responsible digital citizens.

Is safety education in the E-learning environment effective? Factors affecting the learning outcomes of online laboratory safety education

Safety education is essential to prevent accidents and casualties in modern society. The coronavirus disease (COVID-19) pandemic has increased the importance of e-learning in safety education. However, there is limited research on the effectiveness of this type of education. This study aims to develop a model that predicts the factors affecting the learning outcomes of safety education in an e-learning environment. An online survey of research workers who participated in laboratory safety education at a university was conducted to empirically test the developed model. Partial least squares-based structural equation modeling (PLS-SEM) was used for analysis and hypothesis testing. Face-to-face interviews were conducted to supplement the findings. The results revealed the following. (1) Intention to use online laboratory safety education (OLSE) was significantly and positively predicted by attitude toward online education and satisfaction, but not by attitude toward safety education. (2) Respondents preferred safety education through e-learning not because of its effectiveness, but to avoid the stress and inconvenience of traditional training. (3) Negative perceptions of education and lack of motivation to learn are the root causes of low effectiveness. The findings revealed the current status of OLSE with deficient learning effects and learners' negative perceptions. This study identifies the adverse effects of mandatory safety education in e-learning environments. This study provides insights into the low effectiveness of mandated online safety education and argues for the need to increase learner motivation and improve legislation. We suggest several practical implications to improve the effectiveness of such education.

Best Practice Framework for Online Safety Education: Results from a rapid review of the international literature, expert review, and stakeholder consultation

Children spend increasing amounts of time online prompting parents and carers, educators, school systems, and governments to raise concerns about their online safety. In a world first, Australia’s eSafety Commissioner (eSafety) was charged with developing a national framework for online safety education. The Framework was developed in a two-stage sequential mixed-methods study involving collaboration between researchers, eSafety, experts and stakeholders. Stage 1, a rapid review of eight evidence sources provided the foundation for a multi-component Framework addressing key elements and effective practices for online safety education. Stage 2, tested and refined the Framework via individual interviews with online safety experts, and focus groups with stakeholders representing school-sector organisations and children’s advocacy groups. The final Framework comprises 5 elements and 22 effective practices. The Framework will support schools in teaching online safety, assessing the quality of programs and approaches, and guiding best practice.

Best Practice Framework for Online Safety Education: Results from a Rapid Review of the International Literature, Expert Review, and Stakeholder Consultation

Best Practice Framework for Online Safety Education: Results from a Rapid Review of the International Literature, Expert Review, and Stakeholder Consultation

Rationale, Design and Methods Protocol for Participatory Design of an Online Tool to Support Industry Service Provision Regarding Digital Technology Use 'with, by and for' Young Children.

Adults who educate and care for young children are exposed to mixed-messages about what is in the best interests of young children in digital society. Such mixed-messaging makes adult decision-making about technology use in the best interests of young children hard to achieve. This project addresses this problem by working with leading organisations providing services related to quality digital media production, online-safety education, digital play and digital parenting. Using a Participatory Design approach, families, educators, industry partners and researchers will conduct mixed-methods investigations concerning: Relationships; Health and Well-being; Citizenship; and Play and Pedagogy to identify practices concerning technology use ‘with, by and for’ young children. Iterative design cycles will develop an Online Tool to support organisations providing services to young children and the adults responsible for their education and care. As society becomes more digital families and educators need new knowledge about what people do in digital society to inform their decision-making. This project will support organisations to use an empirically informed approach to service provision regarding using technologies in the best interests of young children.

Children’s design recommendations for online safety education

Abstract Ever younger children have their personal life online and there are worries of their online safety. To understand how children engage with and perceive online safety education targeted at them we arranged workshops with 11–12-year-old children who engaged with three existing educational packages for online safety targeted at children and brainstormed design recommendations for future education. We report the results of the workshops and further analyze the results using the lens of Schwartz’s theory of basic human values. Based on the analysis, we recommend that child–computer interaction designers and practitioners of online safety education acknowledge the following when developing educational packages on online safety for children’s use: considering both children’s and educators’ objectives and related values; integrating aspects of children’s own media culture; including more concrete advice; having a positive tone; and, engaging both children and teachers in the design and evaluation.

Vulnerable Young People and Their Experience of Online Risks

While the majority of young people are relatively resilient online, a vulnerable minority report an online life in which they are at risk of multiple harms. With the assumption that vulnerable young people are likely to experience online risks differently, this study examines whether or not being vulnerable offline predicts high risk online experiences (HROEs). Offline vulnerabilities were grouped as Family, Physical, SEN, Communication and Mental Health difficulties, while HROEs were categorized as risks associated with Content, Conduct, Contact, and Cyberscams (4Cs). Using a sample of 2988 young people (aged 10–16 years), multiple linear regression showed that being vulnerable in any group significantly predicted a higher overall score for HROEs. Additionally, statistical analysis showed that individually each of the 4Cs can be explained by different vulnerabilities. Furthermore, experiencing one of the high risk categories predicted the experience of certain other risk categories. The results are explained with reference to previous research and this study sends a strong message for practice: offline vulnerability extends to online life and enhanced, targeted online safety education and support is required.

The moderating roles of gender and social norms on the relationship between protection motivation and risky online behavior among in-service teachers

Online safety problems, such as computer virus infections, malicious software, phishing and personal data theft or leakage, have worsened in recent years and are often exacerbated by Internet users' thoughtless online behavior. In-service teachers, particularly those in compulsory education, constitute a population of Internet users that is seldom investigated. Nevertheless, teachers play a vital role in shaping adolescents' online safety behavior and can impart the concepts of online safety to students through their interactions in daily life. Consequently, the motivations for teachers' risky online behavior warrant further investigation. The findings of prior studies involving online safety behavior based on protection motivation theory (PMT) have been mixed, which suggests the existence of moderating factors. The present study recruited 505 in-service teachers and examined the moderating roles of gender and social norms based on PMT using a multigroup analysis. We also conducted qualitative interviews to corroborate the results of the statistical analysis. The results indicate that to prevent teachers from engaging in risky online behavior, it is necessary – but not sufficient – to enhance teachers’ skills in coping with online safety problems or to create a climate that encourages them to adopt protective measures. The role of coping self-efficacy varied with perceived social norms, and the function of perceived response efficacy was contingent on gender. The implications for the theoretical understanding of and practical suggestions for online safety education are discussed.

Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

The internet is becoming increasingly integral to children’s lives. Consequently, it is vital that children are educated in how to protect themselves online and how to become responsible online users. This action research study addresses significant gaps in existing research by exploring children’s online experiences, alongside their understandings of risk, from their own perspective, in order to inform a personalised and relevant internet safety curriculum within the research setting. The study utilises a mixed-methods approach, combining a comprehensive quantitative survey with a subsequent qualitative group interview with a sample of 14 participants. Findings suggest that, despite being proficient online users with an awareness of what constitutes online risk, many children largely fail to apply this knowledge to their own online practices. The study demonstrates the importance of educators and schools understanding children’s online activities in order to respond to their needs and concerns effectively. Based on the research findings, it is recommended that similar research is actioned across primary schools, and that schools appoint pupils as internet safety ambassadors to provide educators with insights into children’s current online activities, alongside providing peer guidance and support from a pupil perspective. These recommendations could be significant for the online safety education of children and young people in the wider context.

Caught in the web: Exploring cyberbullying and girl identity with DSI

ABSTRACTThis article provides an overview of a research study wherein drama for social intervention (DSI) was employed to explore teenaged girls’ understanding and experiences of cyberbullying. The author situates her study in the context of current cyberbullying research and DSI literature, establishing cyberbullying as a pervasive social phenomenon in schools. The study was conducted at a medium-sized independent school where a convenience sample of four girls in grades 11 and 12 participated in nine study sessions with the intention of concluding with a final collective creation performance. The author discusses arts-based research methodologies and her presentation of the resulting qualitative data in the form of an ethnodrama. Responding to research questions, the author explores girl understandings of cyberbullying, how this contrasts with lived experiences, and how DSI facilitates participant engagement and reflection. The author also examines participant discomfort with sharing creative work, the apparently disengaging nature of distancing devices, and how girl identity appears to manifest as multiple, disconnected avatars online. Finally, the author proposes implications for researchers and educators, discussing the benefits and challenges of DSI techniques, calling for a reshaping of cyberbullying discourses and programming, and suggesting future goals for online safety education.