Digital Literacy, Digital Privacy, Online Privacy Awareness
Conditions
Keywords
Gifted Students, Digital Privacy, Digital Literacy, Privacy Awareness, Online Safety, Adolescents, Randomized Controlled Trial
Brief summary
This randomized controlled trial aims to examine gifted and talented students' perceptions and concerns regarding digital privacy within the context of their digital literacy. The study evaluates the effectiveness of a structured digital privacy education intervention designed to increase awareness and informed decision-making in digital environments. Gifted students are randomly assigned to an intervention group or a control group receiving standard practice. Data are collected using validated measures of digital privacy perception, digital literacy, and privacy-related concerns. The findings are expected to contribute to the development of evidence-based digital literacy and privacy education practices for gifted learners.
Detailed description
This randomized controlled trial investigates the effects of a structured digital literacy and digital privacy education program on gifted and talented high school students' digital literacy levels, digital privacy perceptions, and digital privacy concerns. The study is grounded in the increasing integration of digital technologies into adolescents' daily and educational lives and the growing importance of protecting personal data and privacy in digital environments, particularly for gifted students who demonstrate high levels of digital engagement. The study population consists of gifted and talented students enrolled in grades 9 through 12 who are identified as gifted and receiving education in Science and Art Centers (BİLSEM). Participants are randomly assigned to either an intervention group or a control group. The intervention group receives a structured digital literacy and digital privacy education program designed to enhance awareness of digital rights, online privacy risks, personal data protection, digital footprints, and responsible digital behavior. The control group continues with standard educational practices without additional intervention. The study follows a randomized controlled design with pre-test, post-test, and follow-up assessments to examine both immediate and sustained effects of the intervention. Data are collected using validated self-report instruments measuring digital literacy, digital privacy perception, and digital privacy-related concerns. Sociodemographic variables are also collected to examine potential differences across participant characteristics. The primary objective of the study is to determine whether participation in the digital literacy and digital privacy education program leads to significant improvements in digital literacy and digital privacy perception and changes in digital privacy concerns compared to the control group. Secondary objectives include examining whether digital literacy and digital privacy perception predict digital privacy concerns and assessing changes in outcomes over time. The findings of this study are expected to contribute to the evidence base on digital literacy and digital privacy education for gifted adolescents and to inform the development of educational interventions and policies aimed at supporting safe, informed, and rights-based digital participation among gifted learners.
Interventions
BEHAVIORALDigital Literacy and Digital Privacy Education Program
This intervention consists of a structured digital literacy and digital privacy education program designed for gifted and talented students. The program focuses on increasing students' awareness of digital privacy, personal data protection, digital footprints, online risks, and responsible digital behavior. The intervention is delivered through interactive educational sessions using age-appropriate instructional materials, real-life digital scenarios, guided discussions, and reflective activities. Educational content and activities are implemented by drawing on relevant digital literacy and online safety materials prepared by the Ministry of National Education, adapted for use within the scope of the intervention. The program is implemented over a defined period and aims to enhance informed decision-making and safe participation in digital environments.
Sponsors
Giresun University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants are randomly assigned to either an intervention group receiving a structured digital literacy and digital privacy education program or a control group receiving standard educational practice. Both groups are followed in parallel throughout the study period.
Eligibility
Sex/Gender
ALL
Age
14 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
* Identified as a gifted or talented student and enrolled in a Science and Art Center (BİLSEM). * Currently enrolled in grades 9 through 12. * Aged between 14 and 18 years. * Actively using digital devices and online platforms. * Willing to participate voluntarily in the study. * Informed consent obtained from the participant and, where required, from a parent or legal guardian.
Exclusion criteria
* Not identified as a gifted or talented student. * Not enrolled in a Science and Art Center (BİLSEM). * Outside the specified age range. * Inability to participate in the educational sessions or complete the assessment instruments. * Withdrawal of consent at any stage of the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Digital Privacy Perception | Baseline and 3 months follow-up | Online privacy awareness is assessed using the Online Privacy Awareness Scale (Çevrimiçi Mahremiyet Farkındalık Ölçeği; ÇMFÖ), a validated self-report instrument. Total scores range from 17 to 85; higher scores indicate higher online privacy awareness. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Digital Privacy Concern | Baseline and 3 months follow-up | Digital privacy concern is assessed using the Online Privacy Concern Scale (Çevrimiçi Mahremiyet Kaygısı Ölçeği; ÇMKÖ), a validated self-report instrument. Total scores range from 14 to 70; higher scores indicate greater digital privacy concern. |
| Digital Literacy | Baseline and 3 months follow-up | Digital literacy is assessed using the Digital Literacy Scale (Dijital Okuryazarlık Ölçeği; DOÖ), a validated self-report instrument. Total scores range from 10 to 50; higher scores indicate higher digital literacy. |
Countries
Turkey (Türkiye)
Outcome results
None listed