Studying the needs to develop digital intelligence in cyberbullying management for students in vocational certificate program

Abstract

This research aims to investigate the necessary requirements for developing skills in coping with online world threats for vocational certificate students, with primary data provided by 4 teachers from the Department of Vocational Education, utilizing group interview recording forms. The research tool used is a content analysis, focusing on 5 dimensions: role, emotion, perception, attitude, and behavior. Study Findings: 1. Teacher's Essential Requirements: In addressing digital literacy skills for handling online harassment among vocational certificate students, there is a need for online media that encourages student knowledge exchange from real experiences and situations. Assessment tools are crucial for evaluating students' awareness and coping strategies in dealing with online harassment. 2. User Experience: Users' experiences regarding the development of digital literacy skills in handling online harassment across the five dimensions reveal: Role Dimension: Teachers manage teaching content by incorporating real-world events and designing learning plans aligned with textbook content. Emotion Dimension: Teachers feel a lack of knowledge and skills in providing accurate counseling to students facing online harassment. Perception Dimension: Teachers find the assessment of skills in handling online harassment relatively complex and express a need for user-friendly assessment tools. Attitude Dimension: Teachers emphasize the importance of promoting skills for handling online harassment, advocating for student education through shared experiences, acquaintances, or news to effectively cope and prevent harm. Behavior Dimension: Teachers seek a set of learning activities that facilitate learning from real experiences and are applicable in students' actual lives.