Engelli Üniversite Öğrencilerinin Dijital Güvenlik Farkındalığını Artırmaya Yönelik Bir Uygulama

Abstract

Bu çalışmada, fiziksel engelli üniversite öğrencilerinin dijital bilgi ve iletişim araçlarını güvenli bir şekilde kullanmalarına yönelik bilgi düzeylerini artırmayı amaçlayan eğitim uygulamalarının etkisi incelenmektedir. Araştırma kapsamında 15 engelli öğrenciye çevrimiçi tehlikeler, dijital okuryazarlık, dijital bağımlılık, siber suçlar ve bunlarla mücadele yöntemleri gibi konularda atölye çalışmaları yaptırılmıştır. Uygulamanın nicel veri toplama sürecinde veriler ön test, son test ve kalıcılık testi formları ile elde edilmiştir. Elde edilen verilere göre, katılımcıların dijital bilgi ve iletişim teknolojilerinin güvenli kullanımı konusunda bilgi düzeylerini belirlemek amacıyla uygulanan ön test ortalaması 3,14; son test ortalaması 4,40; kalıcılık testi ortalaması 4,02'dir. Test puanları arasında istatistiksel olarak anlamlı bir fark olup olmadığını belirlemek amacıyla uygulanan tek yönlü tekrarlı ölçümler ANOVA sonuçları da zaman değişkeninin (ön test, son test, kalıcılık testi) katılımcıların puanları üzerinde istatistiksel olarak anlamlı bir etkiye sahip olduğunu göstermiştir (F(2,28)=152.251, p<0.05). Bulgular, eğitimlerin katılımcıların dijital güvenlik konusundaki bilgi düzeylerinde anlamlı bir artış sağladığını ve bu iyileşmenin belirli bir düzeye kadar sürdürüldüğünü ortaya koymaktadır. Sonuç olarak çalışma, engelli bireylerin dijital ortamlarda karşılaştıkları risklere dikkat çekmekte ve bu risklerle başa çıkabilmeleri için eğitim desteğinin önemini vurgulamaktadır.

Keywords

• Dijital teknolojiler
• Dijital güvenlik
• Dijital kapsayıcılık
• Engelli öğrenciler

Supporting Institution

Bu çalışma, TÜBİTAK (Türkiye Bilimsel ve Teknolojik Araştırma Kurumu) tarafından 4008-Özel Gereksinimli Bireylere Yönelik Kapsayıcı Toplum Uygulamalarını Destekleme Programı (Proje No: 124B571) kapsamında desteklenmiştir.

Project Number

124B571

Ethical Statement

Çalışmanın etik onayı Isparta Uygulamalı Bilimler Üniversitesi Bilimsel Araştırma ve Yayın Etiği Kurulu’ndan (29/01/2024, 179-01) alınmıştır. Katılımcılar çalışmanın amaçları, prosedürleri ve ilgili hususlar hakkında uygun şekilde bilgilendirilmiş ve tüm gönüllü katılımcılardan araştırmacı tarafından sözlü onam alınmıştır.

Thanks

Yazar, projenin başarısına katkıda bulunan uzmanlara, eğitmenlere, rehber öğrencilere ve katılımcılara teşekkürlerini sunar.

Enhancing Digital Security Awareness Among University Students with Disabilities: A Training-Based Intervention

Abstract

This study, designed as a quasi-experimental single-group pretest-posttest model, examines changes in knowledge levels associated with an educational intervention designed to enhance the knowledge levels of university students with physical and sensory disabilities regarding the safe use of digital information and communication tools. Within the scope of the research, 15 students with disabilities were included in workshops on topics such as online dangers, digital literacy, digital addiction, cybercrime and methods of combating them. In the quantitative data collection process of this application, the data were obtained by pre-test, post-test and retention test forms. According to the data obtained, the average of the pre-test applied to determine the level of knowledge of the participants about the safe use of digital information and communication technologies is 3.14; the average of the posttest is 4.40; the average of the permanence test is 4.02. To examine whether digital security knowledge changed significantly over time, a Friedman test was conducted comparing pretest, posttest, and retention test scores for the entire sample (N=15). The results indicated a statistically significant effect of time on participants’ knowledge levels (χ²(2)=24.60, p<0.001). Post hoc Wilcoxon signed-rank tests with Bonferroni correction showed that posttest and retention test scores were significantly higher than pretest scores (p<0.01), while the difference between posttest and retention test scores was not statistically significant (p>0.05), indicating that the knowledge gains were largely retained over time. The findings reveal that the training was associated with a statistically significant increase in knowledge levels of knowledge of the participants about digital security and that this improvement was sustained to a certain extent level. As a result, the study draws attention to the risks faced by people with disabilities in digital environments and emphasizes the importance of educational support for them to cope with these risks.

Keywords

• Digital technologies
• Digital security
• Digital inclusion
• Students with disabilities

Supporting Institution

This study was supported by TÜBİTAK (The Scientific and Technological Research Council of Türkiye) under the 4008-Support Program for Inclusive Society Practices for Individuals with Special Needs (Project Number: 124B571).

Project Number

124B571

Ethical Statement

Ethical approval for the study was obtained from the Scientific Research and Publication Ethics Committee of Isparta University of Applied Sciences (29/01/2024, 179-01). Participants were duly informed about the study’s aims, procedures, and related considerations, and verbal informed consent was obtained from all volunteer participants by the researcher.

Thanks

The author extends gratitude to the experts, trainers, mentor students, and participants who contributed to the success of the project.

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