SİBER GÜVENLİK VE VERİ GİZLİLİĞİ: DİJİTAL DÜNYADA ÖĞRENCİLERİN BİLİNÇALTI KORKULARININ İNCELENMESİ-FENOMENOLOJİK ANALİZ

Öz

Bu çalışma, öğrencilerin dijital dünyaya ilişkin bilinçaltı korkularını Husserl'in fenomenolojik yaklaşımının merceğinden keşfetmeyi amaçlamaktadır. Nitel bir araştırma tasarımı kullanılarak, farklı sosyo-ekonomik ve kültürel geçmişlerden gelen 35 Öğrenci ve 12 eğitimciden oluşan çeşitli bir grupla yarı yapılandırılmış görüşmeler, yansıtıcı günlükler ve odak grup tartışmaları yapılmıştır. Veriler fenomenolojik indirgeme kullanılarak analiz edilmiş, tematik olarak kodlanmış ve tekrar eden temalar ve kalıplar halinde kategorize edilmiştir. Bulgular, öğrencilerin dijital güvenlik, mahremiyet, siber zorbalık ve dijital bağımlılıkla ilgili önemli endişeleri olduğunu ve bunların psikolojik refahlarını ve eğitim deneyimlerini etkilediğini ortaya koymaktadır. Eğitimciler de öğrencilerin dijital güvenliği ve bunun sınıf dinamikleri üzerindeki etkisi konusunda benzer endişeler dile getirmiştir. Araştırmacılar, epoché ve paranteze alma tekniklerini kullanarak önyargıyı en aza indirmiş ve analizin özgünlüğünü ve derinliğini sağlamıştır. Bu araştırma, kapsamlı dijital okuryazarlık programları da dahil olmak üzere dijital güvenlik ve mahremiyeti ele alan eğitim politikalarına duyulan ihtiyacın altını çizmektedir. Fenomenolojik içgörüler, dijital ortamda gezinen öğrencilerin psikolojik ihtiyaçlarını ele alan empatik ve destekleyici eğitim stratejilerinin önemini vurgulamaktadır. Bulgular, dijital etkileşimin psikolojik boyutlarının daha iyi anlaşılmasına katkıda bulunmakta ve eğitimciler için içgörüler sağlamaktadır.

Anahtar Kelimeler

• Dijital okuryazarlık
• dijital güvenlik
• fenomenolojik analiz
• gizlilik
• siber zorbalık

Etik Beyan

Bu çalışma Bayburt Üniversitesi Etik Kurulunun 19.08.2024 tarih ve 2024/215-9 sayılı toplantısında alınan onay kararı ile yürütülmüştür

SİBER GÜVENLİK VE VERİ GİZLİLİĞİ: DİJİTAL DÜNYADA ÖĞRENCİLERİN BİLİNÇALTI KORKULARININ İNCELENMESİ-FENOMENOLOJİK ANALİZ

Öz

This study aims to explore students' subconscious fears of the digital world through the lens of Husserl's phenomenological approach. Using a qualitative research design, semi-structured interviews, reflective diaries and focus group discussions were conducted with a diverse group of 35 Students and 12 educators from different socio-economic and cultural backgrounds. Data were analysed using phenomenological reduction, thematically coded and categorised into recurring themes and patterns. Findings reveal that students have significant concerns about digital safety, privacy, cyberbullying and digital addiction, which impact their psychological well-being and educational experiences. Educators expressed similar concerns about students' digital safety and its impact on classroom dynamics. By using epoché and bracketing techniques, the researchers minimised bias and ensured authenticity and depth of analysis. This research underlines the need for educational policies that address digital security and privacy, including comprehensive digital literacy programmes. Phenomenological insights highlight the importance of empathetic and supportive science education strategies that address the psychological needs of students navigating the digital environment. The findings contribute to a better understanding of the psychological dimensions of digital interaction, and provide insights for educators.

Anahtar Kelimeler

• Cyberbullying
• digital literacy
• digital safety
• phenomenological analysis
• privacy

Kaynakça

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