Интеграция образования, 2020, том 24, № 2 (99)
научный журнал
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Организация образования
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Мордовский государственный университет им. Н.П. Огарева
Наименование: Интеграция образования
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- 740: Общая педагогика. История образования и педагогической мысли. Организация образования
- 88: Психология
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Научный журнал УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ: федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Мордовский государственный университет им. Н. П. Огарёва» 430005, Россия, Республика Мордовия, г. Саранск, ул. Большевистская, 68 АДРЕС РЕДАКЦИИ: 430005, Россия, Республика Мордовия, г. Саранск, ул. Большевистская, 68 Тел./факс: +7 (834-2) 48-14-24 Издается с января 1996 года Периодичность издания – 4 раза в год Подписной индекс в каталоге агентств «Роспечать» и «МК-Периодика» – 46316 ISSN 1991-9468 (Print), 2308-1058 (Online) Vol. 24, No. 2. 2020 (April – June) Continuous issue – 99 Scholarly journal FOUNDER AND PUBLISHER: Federal State Budgetary Educational Institution of Higher Education “National Research Ogarev Mordovia State University” 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russia EDITORIAL OFFICE: 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russia Tel/Fax: +7 8342 481424 Published since January 1996 Periodicity: Quarterly Subscription index in catalogue of agencies “Rospechat” and “MK-Periodiсa” – 46316 e-mail: inted@mail.ru, inted@adm.mrsu.ru http://edumag.mrsu.ru © ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2020 При цитировании ссылка на журнал «Интеграция образования Integration of Education» обязательна. Полное или частичное воспроизведение в СМИ материалов, опубликованных в журнале, допускается только с разрешения редакции ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ INTEGRATION OF EDUCATION DOI: 10.15507/1991-9468 DOI: 10.15507/1991-9468.099.024.202002 Том 24, № 2. 2020 (апрель – июнь) Сквозной номер выпуска – 99 16+
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020 Научный журнал «Интеграция образования Integration of Education» публикует оригинальные научные исследования в области интеграции образования. Наименование и содержание рубрик журнала соответствуют следующим отраслям науки: ПЕДАГОГИКА, СОЦИОЛОГИЯ, ПСИХОЛОГИЯ. Редакция осуществляет научное рецензирование (двустороннее слепое) всех посту пающих в редакцию материалов с целью экспертной оценки. Все рецензенты являются признанными специалистами по тематике рецензируемых материалов. Рецензии хранятся в издательстве и редакции в течение 5 лет. Редакция журнала направляет копии рецензий авторам статей, а также, при поступлении соответствующего запроса, в Министерство науки и высшего образования Российской Федерации. Журнал придерживается стандартов редакционной этики в соответствии с международ ной практикой редактирования, рецензирования, изданий и авторства научных публикаций и рекомендациями Комитета по этике научных публикаций. Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть опубликованы основные научные результаты диссертаций на соискание ученой степени кандидата наук, на соискание ученой степени доктора наук по научным специальностям и соответствующим им отраслям науки: 22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 13.00.02 – Теория и методика обучения и воспитания (по областям и уровням образования) (педагогические науки) 19.00.07 – Педагогическая психология (психологические науки) Журнал индексируется и архивируется в: Российском индексе научного цитирования (РИНЦ) Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA / RoMEO ResearchBib Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Ассоциации научных редакторов и издателей (АНРИ), CrossRef и международного сообщества рецензентов Publons Материалы журнала доступны по лицензии Creative Commons “Attribution” («Атрибуция») 4.0 Всемирная
INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020 The Integration of Education journal publishes original research in the field of education. The titles and contents of sections correspond to the following branches of science: PEDAGOGY, SOCIOLOGY, PSYCHOLOGY. In order to permit complex expert evaluation, all manuscripts undergo double-blind peer review. All reviewers are acknowledged experts on the subject of peer-reviewed materials. The reviews are stored at the Journal’s editorial office for a period of five years. Reviews (or a substantiated rejection) are forwarded by the Editorial Board to the author(s) of the submitted article. Reviews are also forwarded on request to the Ministry of Education and Science of the Russian Federation. The Journal adheres to the standards of editorial ethics in accordance with the interna tional practice of editing, reviewing, publishing and authorship of scientific publications and recommendations of the Committee on Publication Ethics. The Journal is included in the List of peer reviewed scientific journals published by the Higher Attestation Commission in which major research results from the dissertations of Candidates of Sciences (Ph.D.) and Doctor of Science (D.Sc.) degrees are to be published. Scientific specialties of dissertations and their respective branches of science are as follows: 22.00.04 – Social structure, social institutions and processes (social sciences) 13.00.02 – Theory and methods of teaching and education (by areas and levels of education) (pedagogical sciences) 19.00.07 – Pedagogical psychology (psychological sciences) The journal is indexed and archived in: Russian Index of Scientific Citations Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA / RoMEO ResearchBib The Journal is a member of the Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Association of Scientific Editors and Publishers (ASEP), CrossRef and the international community of reviewers Publons The Journal’s materials are available under the Creative Commons “Attribution” 4.0 Global License
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020 РЕДАКЦИОННАЯ КОЛЛЕГИЯ Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Саранск, Россия) Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Россия) Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Саранск, Россия) Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Сербия, Белград) Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле ния Исследовательского центра экономических и управленческих наук университета Гвадалахары, ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика) Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Казань, Россия) Гусман Тирадо Рафаэль – профессор кафедры греческой и славянской филологии Гранадского университета, член президиума международной ассоциации преподавателей русского языка и литературы, доктор филологических наук, ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es (Гранада, Испания) Загвязинский Владимир Ильич – заведующий академической кафедрой методологии и теории социально-педагогических исследований ФГАОУ ВО «Тюменский государственный университет», доктор педагогических наук, профессор, академик РАО, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (Тюмень, Россия) Камильо Aнджело – ассоциированный профессор менеджмента Школы бизнеса Университета Сонома, доктор философии, camillo@sonoma.edu (Бербанк, США) Кириллова Ольга Владимировна – председатель Российского экспертного совета, предста витель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Россия) Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция) Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор экономиче ских наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, Россия) Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец кий государственный университет», доктор психологических наук, профессор, ORCID: https:// orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Россия) Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com (Гургаон, Харьяна, Индия) Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: https://orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Джокьякарта, Индонезия) Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан нанда, Университет Дели; почетный директор Индийского глобального института управления, образования и исследований, доктор философии в коммерции, магистр экономики и финансов, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (Нью-Дели, Индия) Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гумани тарных наук Эрфуртского университета, доктор филологических наук, профессор, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия) Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https:// orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия) Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ ственного управления Метропольного университета Праги, доктор философии, ORCID: https:// orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (Эль-Пасо, Техас, США) Шафранов-Куцев Геннадий Филиппович – научный руководитель ФГАОУ ВО «Тюменский государственный университет», доктор философских наук, профессор, академик РАО, ORCID: https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Тюмень, Россия) Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), Министерство образования Малайзии, доктор философии, sazali@mseam.org.my (Пенанг, Малайзия) Янчук Владимир Александрович – декан факультета профессионального развития специалистов образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)
INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020 EDITORIAL BOARD Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Ph.D. (Economics), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Saransk, Russia) Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional Studies of National Research Mordovia State University, Dr.Sci. (Sociology), Professor, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russia) Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), Ph.D. (Pedagogy), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Saransk, Russia) Rajko M. Bukvic – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences and Arts, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Belgrad, Serbia) Angelo A. Camillo – Associate Professor of Management, School of Business, Sonoma State University, Ph.D., camillo@sonoma.edu (Burbank, USA) Csaba Földes – Professor of Germanic Linguistics, Faculty of Humanities, University of Erfurt, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Erfurt, Germany) Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russia) Rafael Guzman-Tirado – Professor of Greek and Slavic Philology, University of Granada, Member of the Presidium of the International Association of Russian Language and Literature Teachers, Dr.Sci. (Philology), ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es (Granada, Spain) Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID: https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya) Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, Metropolitan University, Ph.D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Prague, Czech Republic) Jagbir Singh Kadyan – Associated Professor of Department of Commerce, Swami Shraddhanand Col lege, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, Ph.D. (Commerce), M.Com (PIMR & Marketing); MA (Eco); MMS (Fin); GDC&A; MIMA; AMT- AIMA, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (New Delhi, India) Olga V. Kirillova – President of the Russian Expert Council (REC), Representative of the REC in Scopus SCAB, President of Association of Scientific Editors and Publishers, Ph.D. (Engineering), ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Moscow, Russia) Nikolay P. Makarkin – President of National Research Mordovia State University, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russia) Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr.Sci. (Psy chology), Honored Scientist of the Russian Federation, ORCID: https://orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Cherepovets, Russia) Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace donia, Ph.D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece) Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D. (Philosophy), misra1957@gmail.com (Gurgaon, India) Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph.D., ORCID: https:// orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia) Gennady F. Shafranov-Kutsev – Research Supervisor, Tyumen State University, Dr.Sci. (Philosophy), Professor, Member of the Russian Academy of Education, ORCID: https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Tyumen, Russia) Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for Qualification Enhancement, Visiting Professor of University of California, Ph.D., Professor, ORCID: https:// orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic) Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, University of Texas at El Paso, Texas, USA, Ph.D., ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (El Paso, Texas, USA) José G. Vargas-Hernández – Member of the National System of Researchers of Mexico. Research Pro fessor at University Center of Economic and Managerial Sciences, University of Guadalajara, M.B.A.; Ph.D., ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México) Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Academy of Postgraduate Education, Dr.Sci. (Psychology), Professor, ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Minsk, Belarus) Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu cation of Malaysia, Ph.D., sazali@mseam.org.my (Pinang, Malaysia) Vladimir I. Zagvyazinskiy – Head of the Academic Department for Methodology and Theory of Social and Pedagogical Research, Tyumen State University, Dr.Sci. (Pedagogy), Professor, Academician of Russian Academy of Education, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (Tyumen, Russia)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020 COДЕРЖАНИЕ Международный опыт интеграции образования Л. Томчик, Л. Эгер. Онлайн-безопасность как новый компонент цифровой грамотности молодежи ................................................................................................ 172 Н. В. Чичерина, Ф. Лю, О. Ю. Образцова. Управление процессом обучения английскому языку как иностранному: восприятие в Китае и России ..................... 185 С. Й. Ли. Анализ влияния школьной организационной культуры и профессионального учебного сообщества на эффективность деятельности учителей ................................................................................................. 206 М. Маснипал. Вклад индонезийского метода Кахайя в совершенствование навыков педагогов дошкольного образования ........................................................... 218 Академическая интеграция Л. М. Мухарямова, А. Г. Жидяевский, К. П. Токранова. Качество высшего образования в медицинских вузах России: представления и оценки студентов ...................................................................................................... 235 Л. Ф. Фатихова, Е. Ф. Сайфутдиярова. Различия характеристик безопасности учащихся с ментальными нарушениями в подростковом и юношеском возрасте .... 252 Образование и культура Е. А. Коваль, А. А. Сычев, Н. В. Жадунова, Л. Ю. Фомина. «Руководствоваться законом и совестью»: hard skills и soft skills в юридическом образовании ............. 276 О. Б. Каневская, Е. В. Гострая. Модель формирования вторичной языковой личности посредством работы с прецедентными феноменами культуры на уроках русского языка как иностранного .............................................................. 296 М. Н. Кичерова, Г. З. Ефимова. Влияние неформального образования на человеческий капитал: поколенческий подход ........................................................................ 316 Информация для авторов и читателей (на рус. яз.) ....................................................... 339 Информация для авторов и читателей (на англ. яз.) ...................................................... 341 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.099.024.202002 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online)
INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020 CONTENTS International Experience in the Integration of Education Ł. Tomczyk, L. Eger. Online Safety as a New Component of Digital Literacy for Young People ............................................................................................. 172 N. V. Chicherina, F. Liu, O. Yu. Obraztsova. Classroom Management in EFL Classes: Perception in China and Russia ............................................................ 185 S. Y. Lee. Analysis of the Effect of School Organizational Culture and Professional Learning Communities on Teacher Efficacy .......................................... 206 М. Мasnipal. Contribution of Indonesia Cahaya Method to the Improvement of Early Childhood Teachers’ Skills ............................................................................... 218 Academic Integration L. M. Mukharyamova, A. G. Zhidyaevskij, K. P. Tokranova. The Quality of Higher Medical Education: Students’ Perceptions and Assessments ............................................ 235 L. F. Fatikhova, E. F. Sayfutdiyarova. Safety Criteria Differences of Learners with Mental Disorders in Early and Late Adolescence as Compared to Normotypic Peers ................................................................................... 252 Education and Culture E. A. Koval, A. A. Sychev, N. V. Zhadunova, L. Yu. Fomina. “To Follow the Law and Conscience”: Hard Skills and Soft Skills in the Legal Education ................. 276 O. B. Kanevska, K. V. Hostra. A Model for the Formation of Secondary Linguistic Personality through Work with Precedent Cultural Phenomena during Classes in the Russian Language as a Foreign Language ........................................................... 296 M. N. Kicherova, G. Z. Efimova. The Impact of Non-Formal Education on Human Capital: A Generational Approach ................................................................. 316 Information for Authors and Readers of the Journal (In Russian) .................................... 339 Information for Authors and Readers of the Journal (In English) ..................................... 341 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.099.024.202002 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020 Online Safety as a New Component of Digital Literacy for Young People Ł. Tomczyka*, L. Egerb a Pedagogical University of Cracow, Kraków, Poland, * lukasz.tomczyk@up.krakow.pl b University of West Bohemia, Pilsen, Czech Republic Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for learning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media education and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying. Keywords: digital literacy, cybersafety, youth, protection of image, cyberbullying, sexting, digital piracy, hoax, measure, Poland For citation: Tomczyk Ł., Eger L. Online Safety as a New Component of Digital Literacy for Young People. Integratsiya obrazovaniya = Integration of Education. 2020; 24(2):172-184. DOI: https://doi.org/10.15507/19919468.099.024.202002.172-184 © Tomczyk Ł., Eger L., 2020 УДК 378.126:004-057.87 DOI: 10.15507/1991-9468.099.024.202002.172-184 http://edumag.mrsu.ru ISSN 1991-9468 (Print), 2308-1058 (Online) Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License. МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION
INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020 173 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Онлайн-безопасность как новый компонент цифровой грамотности молодежи Л. Томчик1*, Л. Эгер2 1 Краковский педагогический университет, г. Краков, Польша, * lukasz.tomczyk@up.krakow.pl 2 Университет Западной Богемии, г. Пльзень, Чешская Республика Введение. В статье проанализированы данные об уровне цифровой грамотности в области новых средств массовой информации и угроз, связанных с их использованием, среди учащихся старших классов средней школы (четвертый образовательный цикл). Материалы и методы. Для изучения проблемы был проведен диагностический тест, содержащий 18 вопросов. В нем приняли участие 1 693 человека в возрасте 15–21 год. Исследование было разработано на основе традиционных методов тестирования знаний и навыков. Результаты исследования. По итогам проведенного тестирования выявлено, что наиболее слабым компонентом цифровой грамотности являются знания, связанные с авторским правом, сильной областью – онлайн-покупки и финансовые операции. Были определены различия в отношении некоторых компонентов цифровой грамотности, определяемых гендерным фактором: девочки получили более высокие результаты тестов с точки зрения «мягких» навыков, мальчики показали лучшие познания в технических аспектах цифровой грамотности. По итогам кластерного анализа отмечено, что у 41,41 % учащихся хорошие и очень хорошие результаты теста на компетентность. Однако большинство студентов нуждаются в дальнейшем образовании по анализируемым областям. Обсуждение и заключение. Материалы данной статьи будут полезны руководителям образовательных организаций. Полученные выводы могут способствовать качественному преобразованию учебных программ по информационным технологиям. Ключевые слова: цифровая грамотность, кибербезопасность, молодежь, защита изображений, кибербуллинг, секстинг, цифровое пиратство, мистификация, мера, Польша Для цитирования: Томчик, Л. Онлайн-безопасность как новый компонент цифровой грамотности молодежи / Л. Томчик, Л. Эгер. – DOI 10.15507/1991-9468.099.024.202002.172-184 // Интеграция образования. – 2020. – Т. 24, № 2. – С. 172–184. Introduction The rapid development of information and communication technologies (ICT) has had considerable and dramatic impact on contemporary educational practice [1–5]. Digital competence has become increasingly important for social environment and individuals since 20th century [6; 7]. Therefore, many countries recognized the importance of incorporating ICT in education. Internet penetration by country, house hold equipment with ICT, and experience with ICT use at home, at school and further at work, or in leisure are very important prerequisites for a lot of everyday activities and life in today society. Digital literacy (DL) has become essential in many occupations and without DL students can hardly continue to study at the university. Schools play a key role in providing ICT education. It is generally recognized that DL has positive effects on students’ skills that are essential for successful learning. To practice and promote students to be digitally literate also in new developing topics is an essential responsibility of schools. The concept of digital competencies and digital literacy has undergone longterm development. Among the most prominent views of digital literacy, today, is that digital literacy may be understood as an inter-related set of skills or competencies necessary for success in the digital age [8]. The new topics are preferred such as cyberbullying or digital piracy. New topics requiere development of new skills and this research is aimed at digital safety among youth in the selected areas with special focus on mentioned new topics and new skills. The purpose of this research is to iden tify the level of DL among the uppersecondary school students in Poland and to understand how students really use ICT and to assess whether these students are really
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020 174 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ ready to participate in different domains of today’s society in the 21st century using ICTs. The next section first defines the concept of DL and discuss various frameworks of digital competencies including new areas of interest. Literature Review ICT literacy is often called “digital lit eracy”, and in this research both terms are used in the same meaning. Competences of using and dealing with ICT are considered a prerequisite for DL development [9]. We are in line with Guzmán-Simón, GarcíaJiménez & López-Cobo, who define competence as the set of knowledge, skills and attitudes that are necessary for personal and professional development in different contexts, and we also consider experience as a very important part of competence [10]. The importance of digital competence was recognised by the European Parliament and the European Council in 2006. Digital competence was identified as one of the eight key competences for lifelong learning and involves the confident and critical use of Information Society Technology (IST) for work, leisure, learning and communication1. Computer and information literacy is described as students’ achievements with technology in different contexts, as an “ability to use computers to investigate, create and communicate in order to participate effectively at home, at school, in the workplace, and in society” [11, p. 17]. DL comprises the abilities to process digital information, communicate with others, and solve given problems. DL was operationalised by Fraillon et all. as two strands with seven aspects [12]. The first strand is “Collecting and managing information” and second is “Producing and exchanging information”. It is obvious, that development of DL requires more than fundamental technical knowledge and skills. The International DL Panel states that DL enables individuals to use “digital technology, communication tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society”2. The OECD defined DL as “the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society”3. ECDL Foundation (2015) defines the term “digital literacy” as follows: “Digital literacy – basic set of skills required to participate in essential ICT user activities”4. This definition outlines two different digital skills areas – computing/computer science and digital literacy. Attention is also paid to programming/coding. Not other approaches emphasize this area. On the other hand, a holistic and com prehensive framework of digital literacy covers most of the cognitive competencies that users or learners employ while working in digital environments [13; 14]. Some authors prefer the term “digital literacy”. For example, Rambousek, Štípek, & Vaňková [15] apply in their research on digital literacy at schools framework of digital literacy by Ferrari [16] from project DIGCOMP. This framework contains 5 areas: Information, Communication, Content creation, Safety and Problem solving. The main objective of their research was to recognize the current state and identify key features and processes of digital compe 1 Measuring Digital Skills across the EU: EU wide indicators of Digital Competence [Electronic resource]. 2014. Available at: https://ec.europa.eu/digital-single-market/en/news/measuring-digital-skills-across-eueu-wide-indicators-digital-competence (accessed 25.03.2020). 2 International Literacy Panel. Educational Testing Service. Digital Transformation: A Framework for DL. Princenton; 2002. Available at: https://www.ets.org/Media/Research/pdf/ICTREPORT.pdf (accessed 25.03.2020). 3 OECD. Feasibility Study for the PISA DL assessment: Report to network A. Paris: OECD; 2003. 4 ECDL Fondation Report: Computing and Digital Literacy – Call for a Holistic Approach [Electronic resource]. Available at: https://www.ics.ie/news/computing-and-digital-literacy-call-for-a-holistic-approach (accessed 25.03.2020).
INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020 175 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION tence development in schools in the Czech Republic. As we mentioned above, digital competences are prerequisite for digital literacy development [9]. According to Hatlewik, Gudmunds dóttir & Loi digital competence contains the skills, knowledge and attitudes that make students able to use digital media for participation, work and problem solving, independently or in collaboration with others in a critical, responsible and creative manner [17]. Digital competence is developed in various domains (at home, at school, among peers, in professional or leisure time settings) that interact with each other [10]. Of course, for students it is essential to use ICT at home, at school or during their leisure time. Wilson, Scalise, and Gochyev argue that the definition of DL is deliberately variable with respect to technological developments over time – this will involve changes both in the technologies themselves, and also in the range of human activities that are facilitated by those technologies [7]. They describe transition of DL to a broad set of skills in school settings and discuss the impact of the social media on DL. New framework of DL is developed toward increasing competency of students in the area of virtual skills, knowledge, awareness, and use of social media. The concept of digital competencies and digital literacy has undergone longterm development. The ability to recognize the ICT-related problems in the area of cyberbullying is one of more important parts of DL. The current literature suggest the following critical components in this area: cyberbullying, sexting and protection of image [18–21]. Also online safety and digital piracy are counted into new areas5. The above-mentioned sources were taken into account when preparing this research and the assessment tool. In this paper, DL are presented holisti cally as the technical skills of using the digital media and the ability to respond to the digital threats (including anticipation of the e-threats). Thus, DL is not only the technical expertise but also soft components connected with the ability to use the digital media including: applications, hardware and e-services. Materials and Methods Objective of the research. The objective of the research was to diagnose the level of digital literacy in the area of e-threats among the upper-secondary school students (fourth educational cycle) in Poland. Due to the vast scope of the possible threats, the commissioning institution – Cities on the Internet Association from Tarnów which conducted the study for the Ministry of National Education – narrowed the scope of the research down to 6 components: The research were diagnostic and the results are supposed to help to evaluate the level of knowledge, skills and attitudes related to online safety. Based on the data collected, non-formal educational activities (competitions, lectures, workshops) addressed to students were designed. The research go beyond the hitherto measurements of DL which were based on self-declarations. The research problems have taken the following form: 1. What are the results achieved by adoles cents in the various areas of digital security? 2. Do sociodemographic variables dif ferentiate the results from the test measuring the level of digital competence? 3. To what extent do digital security variables interact with each other? 4. How many non-homogeneous groups can be distinguished on the basis of collected results? Research tool. Siddiq et al. systemati cally review literature on assessment instruments of primary and secondary school students’ DL [22]. They conclude that most of the tests target lower secondary students, comprise multiple-choice item designs, and are evaluated by quantitative methodology. The majority of them tests measure facets such as searching, retrieving, and evaluating digital information, and technical skills. 5 Belleflamme P., Peitz M. Digital Piracy. In: J. Backhaus (ed.). Encyclopedia of Law and Economics. Berlin: Springer; 2014. p. 1-8.
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020 176 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ Conceptual frameworks for DL are, in fact, compilations of several partial different literacies [8; 10; 13]. For the purpose of this research, new as sessment tool was developed to measure the selected components of DL with special focus on mentioned new topics and new skills. The assessment tool was inspired by the Literacy Panel (2002), OECD (2003), ECDL Foundation (2015) and by tools developed before to measure DL [11; 16; 22]. In the area of area of digital safety follows research by Tomczyk, Srokowski, and Wąsiński [21] and Kopecký, Szotkowski, and Krejčí [23]. The instrument design meets recommendations by Gray [24]. DL assessment tool with focus on digital safety among youth consists of six dimensions. Data collection was conducted through a questionnaire with 18 questions. The tool was built for a project financed by the Polish Ministry of Education. The tool was created by specialists in media education. The same people were responsible for preparing the final report for the contracting authority. The selection of variables was made by persons dealing with the subject of digital security and media pedagogy. The tool was subject to external control (among others through pilot studies). A separate tool was prepared for each group – due to the specificity of ICT use in the group of teachers, adolescents or their parents. On the basis of the collected results, the directions of preventive activities were determined. The research tool was divided in two parts. The first part served to obtain the socio-demographic data and the characteristics of digital safety in the family environment. The other part measured the DL level regarding digital safety in the following 6 areas [21]: – unaware creation of personal image in the Internet (awareness of how Google archives the audiovisual content, how advertisements are targeted and how the accounts in social media and comments left by other users influence one’s personal image); – sexting and invasion of privacy (knowledge about legal consequences of identity theft, infringement of image and technical aspect of data protection, remov ing photos indexed by the most popular search engine in Poland); – infringement of copyright (knowing terminology related to illegal software, legal consequences of illegal film downloading and digital piracy, and competencies in assessing the legality of software); – credibility of online information (awareness of the mechanisms of creating the most popular online encyclopedia, ability to assess the reliability of the source of information and the sellers in online stores); – cyberbullying (awareness of the mechanisms connected with cyberbullying, types of cyberbullying and ability to secure the evidence thereof); – financial operations in the Internet (awareness of the solutions securing the computer, online safety and creating strong passwords, knowledge about the safety in the Internet). For each of the six areas, the students could provide 100% of correct answers which were calculated based on the three questions diagnosing respondents’ knowledge about the digital safety. The correctness of answers was checked by means of an internal key, defined at the beginning by the authors of the tool. Research is pioneering in the global dimension. In the literature, such empirical diagnoses are rare. The measurement of digital competence is rarely measured through competence tests. The results provide a basis for further in-depth research, including longitudinal research (measuring how knowledge and skills will change over the years – with the development of the information society). All the results were averaged and formed a global variable as the general end result (the percentage value of the DL level in the area of digital safety). The tool ensures the correct level of internal coherence at the level Alpha = 0.71. Sampling and sample characteristics. Sampling was random, nation-wide and conducted by the external research agency NAVIGO specializing in the long-term educational research. The respondents were students of the upper-secondary schools (fourth educational cycle). The research was conducted in the second half of 2016. The