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

Yıl 2024, Cilt: 3 Sayı: 2, 18 - 45, 31.12.2024

Ayhan Aksakallı

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

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

Kaynakça

• Abramova, S. B., Antonova, N. L., Campa, R., & Popova, N. G. (2022). Digital fears experienced by young people in the age of technoscience. Changing Societies & Personalities. 2022. Vol. 6. Iss. 1, 6(1), 56-78. https://doi.org 10.15826/csp.2022.6.1.163
• Allcoat, D., Hatchard, T., Azmat, F., Stansfield, K., Watson, D., & von Mühlenen, A. (2021). Education in the digital age: Learning experience in virtual and mixed realities. Journal of Educational Computing Research, 59(5), 795-816. https://doi.org/10.1177/ 0735633120985120
• Bandara, I., Ioras, F., & Maher, K. (2014). Cyber security concerns in e-learning education. In ICERI2014 Proceedings (pp. 728-734). IATED. https://library.iated.org/view/ BANDARA2014CYB
• Barmpouti, I., Vrettou, M., & Oungrinis, K. A. (2015). The role of phenomenology in education procedure. In Proceedings of ADVED15 International Conference on Advances in Education and Social Sciences, Istanbul (pp. 656-665). https://d1wqtxts1xzle7.cloudfront.net/ 75451346/234-libre.pdf?
• Bhatnagar, N., & Pry, M. (2020). Student Attitudes, Awareness, and Perceptions of Personal Privacy and Cybersecurity in the Use of Social Media: An Initial Study. Information Systems Education Journal, 18(1), 48-58. https://eric.ed.gov/?id=EJ1246231
• Borba, M. C., Gadanidis, G., & Llinares, S. (2018). Digital technology in mathematics education: Research over the last four decades. In M. T. Nguyen & H. Le (Eds.), Handbook of Research on Teaching and Learning Mathematics in the Digital Age (pp. 1-35). IGI Global.
• Braghieri, L., Levy, R. E., & Makarin, A. (2022). Social media and mental health. American Economic Review, 112(11), 3660-3693. https://www.aeaweb.org/articles?id
• Brites, M. J. (2019). " We don't know how to work with the media or develop it with Students": Discourses and fears from the teachers. In edulearn19 Proceedings (pp. 5153-5158). IATED. https://library.iated.org/view/BRITES2019WED
• Brown, T. D., & Payne, P. G. (2009). Conceptualizing the phenomenology of movement in physical education: Implications for pedagogical inquiry and development. Quest, 61(4), 418-441. https://doi.org/10.1080/00336297.2009.10483624
• Caplan, S. E., & High, A. C. (2007). Online social interaction, psychosocial well‐being, and problematic Internet use. Internet addiction: A handbook and guide to evaluation and treatment, 35-53. https://doi.org/10.1002/9781118013991.ch3
• Chapman, J. (2019). How Safe is Your Data? Cyber-security in Higher Education. https://www.hepi.ac.uk/wp-content/uploads/2019/03/
• Chowdhury, N., Katsikas, S., & Gkioulos, V. (2022). Modeling effective cybersecurity training frameworks: A delphi method-based study. Computers & Security, 113, 102551. https:// doi.org/10.1016/j.cose.2021.102551
• Creely, E. (2018). ‘Understanding things from within’. A Husserlian phenomenological approach to doing educational research and inquiring about learning. International Journal of Research & Method in Education, 41(1), 104-122. https://doi.org/10.1080/1743727X.2016.1182482
• De Warren, N. (2009). Time and the Double-Life of Subjectivity: On Rudolf Bernet's “Introduction” to Husserl's Phenomenology of Inner Time-Consciousness. Journal of the British Society for Phenomenology, 40(2), 155-170. https://www.tandfonline.com/doi/pdf/10.1080/00071773. 2009.11006679?
• De Warren, N. (2015). Eyes Wide Shut: Sartre's Phenomenology of Dreaming. In Philosophy of Mind and Phenomenology (pp. 224-244). Routledge. https://www.taylorfrancis.com/ chapters/edit/10.4324/9781315889634-16/
• De Warren, N. (2019). Husserl’s awakening to speech: Phenomenology as “Minor Philosophy”. In The New Yearbook for Phenomenology and Phenomenological Philosophy (pp. 161-174). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429061158-11/
• De Warren, N. (2021). “If I am to call myself a philosopher”: Husserl’s critical phenomenology of reason in Ideas I. In The Husserlian mind (pp. 22-37). Routledge. https://www.taylorfrancis. com/chapters/edit/10.4324/9780429243790-4/
• Denton, D. E. (1974). Existentialism and phenomenology in education: Collected essays. https://philpapers.org/rec/DENEAP
• Dillard, T. E. (2011). Privacy and security implications of undergraduate Students using Facebook: A quantitative examination (Doctoral dissertation, Capella University). https://www. proquest.com/docview/861343761?pq-
• Dowling, M. (2007). From Husserl to van Manen. A review of different phenomenological approaches. International journal of nursing studies, 44(1), 131-142. https://doi.org/ 10.1016/j.ijnurstu.2005.11.026
• Fisk, G., Ardi, C., Pickett, N., Heidemann, J., Fisk, M., & Papadopoulos, C. (2015). Privacy principles for sharing cyber security data. In 2015 IEEE Security and Privacy Workshops. IEEE, 193ś197. https://doi. org/10.1109/SPW.
• Freis, S. D., & Gurung, R. A. (2013). A Facebook analysis of helping behavior in online bullying. Psychology of popular media culture, 2(1), 11. https://doi.org/10.1037/a0030239
• Fumudoh, S., & Viswanathan, U. (2014). Exploring the relationship between online privacy on cyber security. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1026488&dswid= 8571
• George, M. J., & Odgers, C. L. (2015). Seven fears and the science of how mobile technologies may be influencing adolescents in the digital age. Perspectives on psychological science, 10(6), 832-851. https://doi.org/10.1177/1745691615596788
• Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), 200-212. https://www.jstor.org/stable/26273880?
• Groenewald, T. (2004). A phenomenological research design illustrated. International journal of qualitative methods, 3(1), 42-55. https://doi.org/10.1177/160940690400300104
• Grohol, J. M. (1999). Too much time online: Internet addiction or healthy social interactions? CyberPsychology & Behavior, 2(5), 395-401. https://doi.org/10.1089/cpb. 1999.2.395
• Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable operations and computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
• Herbstreit, S., Gestmann, M., Szalai, C., & Diehl, A. (2021). Are medical Students equipped for digital studies? Have their hopes and fears been confirmed during Covid-19? What should we consider in the future? Journal of European CME, 10(1), 2014098. https://doi.org/ 10.1080/21614083.2021.2014098
• Howard, P., Tone, S., Andrew, F., & Biesta, G. (2020). Phenomenology and educational theory in conversation. Routledge. file:///C:/Users/User/Downloads/10.4324_9780429264696_ previewpdf%20(1).pdf
• Husserl, E. (2012). Ideas: General Introduction to Pure Phenomenology. London: Routledge.
• Kim, J. H. (2012). Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the pedagogy of hermeneutical phenomenology in education. Educational Philosophy and Theory, 44(6), 630-648. https://doi.org/10.1111/j.1469-5812.2010.00733.x
• Koopman, O., & Koopman, O. (2017). Phenomenology as a method in education research. Science education and curriculum in South Africa, 1-24. https://link.springer.com/chapter/ 10.1007/978-3-319-40766-1_1
• Ladis, H., & Zolkefli, Y. (2021). Healthcare Students' Views on Protecting Patients' Privacy and Confidentiality. International Journal of Nursing Education, 13(4). https://www.researchgate. net/profile/Yusrita-Zolkefli-2/publication/353463760_
• Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: the perspective of European children: full findings and policy implications from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries. ttps://eprints.lse.ac.uk/33731/1/Risks%20and%20safety%20on%20the%20internet(lsero).pdf McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. Longman. https://thuvienso.hoasen.edu.vn/handle/123456789/9805
• Merleau-Ponty, M. (1965). Phenomenology of perception. Translated by Colin Smith. https://books.google.com.tr/books?hl=
• Neisser, H. P. (1959). The phenomenological approach in social science. Philosophy and Phenomenological Research, 20(2), 198-212. https://www.jstor.org/stable/2104356
• O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital storytelling in early childhood: Student illustrations shaping social interactions. Frontiers in psychology, 9, 1800. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.01800/full Østergaard, E., Dahlin, B., & Hugo, A. (2008). Doing phenomenology in science education: A research review. Studies in science education, 44(2), 93-121. https://www.tandfonline.com/ doi/full/10.1080/03057260802264081
• Rahman, N. A. A., Sairi, I. H., Zizi, N. A. M., & Khalid, F. (2020). The importance of cybersecurity education in school. International Journal of Information and Education Technology, 10(5), 378-382. https://www.semanticscholar.org/paper
• Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with technology, 32(1), 6. https://eric.ed.gov/?id= EJ695788
• Rogerson, C., & Scott, E. (2010). The fear factor: How it affects Students learning to program in a tertiary environment. Journal of Information Technology Education: Research, 9(1), 147-171. https://www.learntechlib.org/p/111361/
• Ruthven, K. (2018). Instructional activity and student interaction with digital resources. Research on mathematics textbooks and teachers’ resources: advances and issues, 261-275. https://link.springer.com/chapter/10.1007/978-3-319-73253-4_12
• Sadala, M. L. A., & Adorno, R. D. C. F. (2002). Phenomenology as a method to investigate the experience lived: a perspective from Husserl and Merleau Ponty's thought. Journal of advanced nursing, 37(3), 282-293. https://doi.org/10.1046/j.1365-2648.2002.02071.x
• Sathiyaseelan, S. (2023). Transformational leaders in higher education administration: understanding their profile through phenomenology. Asia Pacific Journal of Education, 43(4), 1091-1106. https://doi.org/10.1080/02188791.2021.1987185 Saykılı, A. (2019). Higher education in the digital age: The impact of digital connective technologies. Journal of Educational Technology and Online Learning, 2(1), 1-15. https://doi.org/10.31681/jetol.516971
• Standal, O. (2016). Phenomenology and pedagogy in physical education. Routledge. https://doi.org/10.4324/9781315775982
• Sunderland, N., Robinson, K., & Burgess, A. (2021). Overcoming future professionals’ fear of digital storytelling. Australian Social Work, 74(1), 13-28. https://doi.org/10.1080/0312407X. 2020.1762098
• Swedan, S., Khabour, O. F., Alzoubi, K. H., & Aljabali, A. A. (2020). Graduate Students reported practices regarding the issue of informed consent and maintaining of data confidentiality in a developing country. Heliyon, 6(9). https://www.cell.com/heliyon/fulltext/S2405-8440(20) 31783-7 Tirumala, S. S., Sarrafzadeh, A., & Pang, P. (2016, December). A survey on internet usage and cybersecurity awareness in Students. In 2016 14th annual conference on privacy, security and trust (PST) (pp. 223-228). IEEE. https://ieeexplore.ieee.org/abstract/document/7906931
• Twining, P., Raffaghelli, J., Albion, P., & Knezek, D. (2013). Moving education into the digital age: the contribution of teachers' professional development. Journal of computer assisted learning, 29(5), 426-437. https://doi.org/10.1111/jcal.12031
• Ulven, J. B., & Wangen, G. (2021). A systematic review of cybersecurity risks in higher education. Future Internet, 13(2), 39. https://doi.org/10.3390/fi13020039
• Vejmelka, L., & Matković, R. (2021). Online interactions and problematic internet use of croatian Students during the covid-19 pandemic. Information, 12(10), 399.
• Wang, E. S. T., & Wang, M. C. H. (2013). Social support and social interaction ties on internet addiction: Integrating online and offline contexts. Cyberpsychology, Behavior, and Social Networking, 16(11), 843-849. https://doi.org/10.1089/cyber.2012.0557
• Widyanto, L., Griffiths, M. D., & Brunsden, V. (2011). A psychometric comparison of the Internet Addiction Test, the Internet-Related Problem Scale, and self-diagnosis. Cyberpsychology, Behavior, and Social Networking, 14(3), 141-149. https://doi.org/10.1089/cyber.2010.0151
• Wylde, V., Rawindaran, N., Lawrence, J., Balasubramanian, R., Prakash, E., Jayal, A., ... & Platts, J. (2022). Cybersecurity, data privacy and blockchain: A review. SN computer science, 3(2), 127. https://link.springer.com/article/10.1007/s42979-022-01020-4
• Yousaf, H. Q., Rehman, S., Ahmed, M., & Munawar, S. (2023). Investigating Students’ satisfaction in online learning: the role of Students’ interaction and engagement in universities. Interactive Learning Environments, 31(10), 7104-7121. https://doi.org/10.1080/10494820.2022.2061009
• Zhu, S., Saravanan, V., & Muthu, B. (2020). Achieving data security and privacy across healthcare applications using cyber security mechanisms. The Electronic Library, 38(5/6), 979-995. https://doi/10.1108/EL-07-2020-0219/full/