Cyberbullying and Collaborative Learning: A Sociological Perspective in Virtual Education

El quehacer profesional del profesorado es respaldado por una formación inicial que brinda la Escuela Normal en México y con la obtención del título de una Licenciatura en Educación, equivalente a los estudios de grado de Magisterio en Educación Superior. Este proceso formativo se presenta articulado con la propia historia personal, experiencias previas, motivaciones externas e internas más allá del cumplimiento de un currículo institucionalizado. La investigación de la Escuela Normal Superior Oficial de Guanajuato en México plantea develar el desarrollo de la identidad profesional del estudiante considerando su trayectoria personal como un proceso de socialización profesional con creencias pedagógicas que emergen de diversas vivencias para orientar la identidad docente. Bajo la metodología de la Teoría Fundamentada se analiza el discurso de alumnos de la Licenciatura en Educación Secundaria, Especialidad en Telesecundaria y Matemáticas en una narrativa autobiográfica. En la elaboración de teoría sobre el objeto de estudio se parte del análisis inductivo de los datos cualitativos. Su selección se define por muestreo teórico y saturación, con un ordenamiento conceptual, codificación y comparación constante hasta identificar las categorías con propiedades comunes. Se concluye que las voces de los estudiantes de primer grado, se sitúan en tres ámbitos socioculturales: influencia recibida, idea vocacional y necesidad laboral, los cuales contienen significados de la estructura mental interna previa a su llegada a la Escuela Normal e ideas preconcebidas acerca del mundo pedagógico, del ser del profesor, y son el escenario en que forman nuevas concepciones y abandonan otras, en un bucle ascendente de conocimientos, experiencias y retos durante el proceso de la formación inicial del profesorado en Guanajuato, México.

This study aims to explore the significant role of digital literacy in enhancing students’ awareness of privacy as a preventive measure against doxing crimes, which remain a growing threat in the era of social media. Doxing, defined as the act of deliberately disclosing private information without consent, has increasingly targeted adolescent students who are active users of digital platforms. The research adopts a qualitative methodology with a descriptive-interpretive analysis and a phenomenological approach to deeply understand students’ experiences and perceptions. The findings illustrate that the level of students’ understanding regarding digital privacy, risky online behaviors, and preventive actions varies considerably. Digital education and literacy are shown to be effective in equipping students with the technical skills required to secure personal data and manage privacy settings on social media. In particular, students with higher exposure to digital literacy programs demonstrate better awareness of online threats and greater competence in identifying potential risks associated with doxing practices. Nevertheless, challenges persist. Peer pressure often influences adolescents to share excessive personal information online, undermining their privacy awareness. In addition, limitations in access to resources and the practical application of privacy-protection measures hinder students from fully implementing the knowledge they acquire. These barriers highlight the need for a more systematic and continuous approach to digital education. This study emphasizes that comprehensive digital literacy initiatives should not only focus on technical abilities but also foster a strong culture of privacy awareness. By doing so, students can be empowered to make responsible digital decisions, balance social interactions with personal security, and actively contribute to building a safer digital ecosystem. Overall, the research contributes to formulating strategies aimed at reducing the prevalence of doxing crimes by strengthening digital competencies and cultivating privacy-conscious behavior among adolescents.

Situation during the Covid-19 pandemic in Indonesia has made online learning one of the main solutions for student education. Students need digital literacy to support the achievement of 21st century competencies and learning outcomes in online learning. The purpose of this study was to analyze the correlation between digital literacy and 21st century skills, namely communication skills and collaboration skills, as well as student learning outcomes in the classroom. A structural equation model was created to clearly describe the correlation between these variables. The sample consisted of 89 students from one of the universities in Indonesia who were asked to fill out a questionnaire designed to access digital literacy, communication skills, and collaboration skills, while learning outcomes data were obtained from tests. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher digital literacy of students, the higher communication skills, collaboration skills, and student learning outcomes.

This article describes a graduate, 19-month alternative certification program for urban middle-and high-school teachers that leads to teacher certification. With additional course work, it can also lead to a master’s degree in secondary education. In an ongoing evaluation of the program based on the needs of participating urban school districts, program faculty members have continued to reflect upon and revise the content and sequencing of course work and fieldwork. Interviews and focus groups have shown that students, their mentors, principals, other administrators, and university faculty believe the program has been successful in producing new teachers for the urban districts.

BackgroundDepression and anxiety are the emotional problems most frequently experienced by older adults. These mental health challenges can influence an individual's ability at finding, evaluating, and applying electronic health information to health problems. Thus, we aimed to examine associations of digital health literacy (DHL) with education, depression, and anxiety among older adults in Slovakia.MethodsA cross-sectional study was conducted among 101 adults aged 55 years and over (40.6% from 60 to 64 years, 85.1% of women, 54.5% with secondary education). DHL, depressive symptoms, and anxiety level were measured using the self-reported eHealth Literacy Scale (eHEALS), Patient Health Questionnaire (PHQ-9) and Generalised Anxiety Disorder scale (GAD-7), respectively. Multiple linear regressions were performed to explore the role of education and mental health characteristics in DHL controlling for age and sex.ResultsThe vast majority of sample (92.1%) used the internet within the last 3 months and 67.3% used it to search for health-related information. The mean eHealth literacy score achieved 29.82 ± 6.78. Higher DHL was significantly associated with higher education (β = 0.31, p < 0.01) and it remained significant (β = 0.34, p < 0.001) after adding the mental health characteristics. Higher DHL was significantly associated with lower depressive symptomatology (β=-0.37, p < 0.01) and higher anxiety level (β = 0.33, p < 0.05). The final model explained 13.2% of the variance in DHL.ConclusionsPreliminary findings suggest that those seeking to decrease the DHL disparities among older adults may benefit from tailoring interventions towards those with lower education. Furthermore, the study underscores the need for integrated interventions, such as mental health support combined with digital literacy education, to enhance health outcomes among aging population. Further research is needed to uncover the relationship between higher anxiety level and higher DHL. [VEGA 1/0097/24].Key messages• Emotional problems seem to be significant contributors to digital health literacy of older adults.• Mental health support should be incorporated into the digital literacy intervention programs for older adults.

The rise of cases of spreading hoax news in Indonesia is a negative impact of the development of digital technology and social media which is not balanced with people's digital literacy. Cases of fake and fake news (Hoax) are increasing in Indonesia every year. Kominfo for 24 hours 7 days monitors cyber crime on social media related to hoax information, and almost every day finds disinformation on social media. Tackling the spread of negative content on social media requires digital media literacy skills. However, the Insight Center data survey shows that the digital media literacy of the community is still low, where the national digital literacy index level is still at a score of 3.47 where digital literacy is at the middle level. The survey also shows that the ability to process information, data literacy and critical thinking still has a low score. This journal aims to analyze the digital literacy competence of the community to deal with hoax news content on social media.

Covid-19 pandemic around the world has rapidly changed learning patterns. Students are more interested in social media than online learning. This is reinforced by recent statistics showing increased social media use worldwide during the Covid-19 pandemic. Social media has become an attractive alternative for teachers in online learning activities because ready to use, and many students use it. The use of social media should encourage active, interactive, communicative, creative, and collaborative learning in students because they are used to using it. This research aims to develop a digital guide to help teachers design online learning using social media. This research uses a qualitative approach through the case study to make the model allow the teacher to develop online learning with social media by Combining two models, the ASSURE Model and the Conley and Sabo Model. This research collaborates with high school teachers to conduct focus group discussions. The results of this study illustrate the teacher's view of the digital guidelines developed. Limited ability to use technology is one of the things to consider. This online learning digital guide motivates teachers to continue to innovate amid the covid-19 pandemic. The digital Guidelines guide teachers in online learning to develop online learning in social media, so students feel comfortable studying.

This report characterizes the educational system in the Canary Islands in terms of inequality, inequity and inequality of opportunities in academic performance. We use census and/or sample data on compulsory primary and secondary education students enrolled in 2015-2016, 2016-2017, 2017-2018 and 2018-2019 academic years. This data is provided by the Agencia Canaria de Calidad Universitaria y Evaluación Educativa (ACCUEE) through its periodic diagnostic assessment reports. Our results reveal that, in terms of inequality and inequity in compulsory secondary education, Canary Islands are not situated in a bad position with respect to Spain and OCDE. However, although we do not find significant differences in inequality between primary and secondary education, we do find strong differences in inequity in academic performance. We show that students’ socioeconomic status plays a more important role in compulsory secondary education and in the English course. We estimate a regression model to analyse the variables that explain inequality of opportunity in academic performance. We conclude that, considering our set of circumstances, inequality of opportunity explains 36%, 38% and 46% of total inequality in the third and sixth stages of primary education and the fourth stage of compulsory secondary education, respectively, and that inequality of opportunities is higher in secondary education and in the English course. Among our set of circumstances, parents’ education and occupation, the number of books in the household and household income are the most important ones both in primary and secondary education, being parents’ education especially relevant in primary education and the number of books in secondary education. This work contributes to the identification of the sources of inequality of opportunities in the Canary Islands. Therefore, our results are intended to be helpful in shaping education policies aimed at improving the equity of the educational system.

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the objectoriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-PairShare” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.

Background Effective learning strategies are essential for inclusive elementary classrooms, particularly in Indonesian language education, where students have diverse learning needs and digital access levels. Although social media has become a common educational tool, its structured use as a pedagogical model for inclusive learning in Indonesian schools is limited. Previous studies have largely focused on general online learning, leaving a gap in understanding how social media can foster inclusion and language skill development. This study addresses that gap by exploring how social media can be systematically integrated into Indonesian language learning and by developing a strategy that promotes inclusivity, collaboration, and student engagement. Methods A qualitative case study approach was employed to capture in-depth insights from classroom practices. Data were collected from 15 elementary school teachers across five Indonesian provinces (West Java, Central Java, East Java, Yogyakarta, and South Kalimantan) using semi-structured interviews and open-ended questionnaires. Data were coded and analyzed thematically using NVivo 14 to identify emerging categories, patterns, and interconnections among teachers’ experiences and perceptions. Results The findings indicate that social media effectively supports both collaborative and independent learning, enhances digital literacy, and increases motivation among students. Teachers reported that platforms such as WhatsApp and YouTube foster communication, creativity, and resource sharing. However, they also highlighted challenges related to unequal internet access, data privacy, and managing online behavior. Three key themes emerged: (1) social media as a catalyst for collaboration, (2) digital literacy development through authentic media interaction, and (3) the need for clear guidelines to maintain safety and equity. Conclusions This study proposes the Social Media Networking (SMN) framework, offering practical steps for teachers to integrate social media into inclusive pedagogy. The SMN framework demonstrates that social media can function as a structured, participatory, and equitable learning strategy that strengthens inclusivity and engagement in Indonesian language classrooms.

Background Effective learning strategies are essential for inclusive elementary classrooms, particularly in Indonesian language education, where students have diverse learning needs and digital access levels. Although social media has become a common educational tool, its structured use as a pedagogical model for inclusive learning in Indonesian schools is limited. Previous studies have largely focused on general online learning, leaving a gap in understanding how social media can foster inclusion and language skill development. This study addresses that gap by exploring how social media can be systematically integrated into Indonesian language learning and by developing a strategy that promotes inclusivity, collaboration, and student engagement. Methods A qualitative case study approach was employed to capture in-depth insights from classroom practices. Data were collected from 15 elementary school teachers across five Indonesian provinces (West Java, Central Java, East Java, Yogyakarta, and South Kalimantan) using semi-structured interviews and open-ended questionnaires. Data were coded and analyzed thematically using NVivo 14 to identify emerging categories, patterns, and interconnections among teachers’ experiences and perceptions. Results The findings indicate that social media effectively supports both collaborative and independent learning, enhances digital literacy, and increases motivation among students. Teachers reported that platforms such as WhatsApp and YouTube foster communication, creativity, and resource sharing. However, they also highlighted challenges related to unequal internet access, data privacy, and managing online behavior. Three key themes emerged: (1) social media as a catalyst for collaboration, (2) digital literacy development through authentic media interaction, and (3) the need for clear guidelines to maintain safety and equity. Conclusions This study proposes the Social Media Networking (SMN) framework, offering practical steps for teachers to integrate social media into inclusive pedagogy. The SMN framework demonstrates that social media can function as a structured, participatory, and equitable learning strategy that strengthens inclusivity and engagement in Indonesian language classrooms.

ABSTRACT: In today's fast-evolving digital world, financial services and digital literacy have become more accessible than ever. It’s a necessity-among the youth, especially college-going students, the use of digital tools is almost inseparable from daily life. With just a few taps on a smartphone, one can transfer money, pay bills, invest, or even apply for loans. This shift has been widely adopted by the youth, who are among the most active users of digital platforms. However, while usage is high, the actual understanding of how digital finance works — along with its risks and responsibilities — often remains low. This research paper explores the current level of digital financial literacy among college students, focusing on their awareness, usage behavior, challenges faced, and cybersecurity understanding. A sample of 100 students from various academic backgrounds was surveyed through a structured questionnaire. It includes a literature review, primary data insights, and critical analysis, recommendations include integrating digital education into curricula and increasing digital awareness campaigns The study found that although students are generally comfortable using technology, use apps like UPI, e-wallets, and digital banking frequently, many lack proper knowledge of investment options, fraud risks, and safe online financial practices. Gaps remain in understanding digital safety, evaluating information, and using digital tools productively. The findings point to the need for financial education programs that go beyond textbook theory and teach students real-world money skills. By improving digital financial literacy, we can empower young adults to make smarter, safer financial decisions that will benefit them long after they leave college. KEYWORDS: Digital Literacy, College Students, Awareness, Internet Usage, Digital Safety, Online Education, Challenges

Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

Purpose: This study aims to strengthen digital literacy among mothers, who function as primary gatekeepers of health information within the family. The activity focuses on enhancing critical thinking, information verification skills, and awareness of misinformation risks when accessing digital health related content. Design Methodology Approach: A community based outreach intervention was conducted using the CRAP framework, which emphasizes Currency, Relevance, Authority, and Purpose in evaluating digital information. The program employed a pre test and post test design to assess changes in participants’ digital health literacy before and after the educational intervention. Findings: The findings reveal a measurable improvement in participants’ digital health literacy following the activity. Mothers demonstrated a stronger ability to critically evaluate online health information, identify unreliable sources, and recognize potential misinformation, particularly content circulated through social media and instant messaging platforms. Practical Implications: The results indicate that a simple, communicative, and context driven educational approach is effective in improving public awareness and critical evaluation skills in the digital environment. Accessible digital literacy programs are therefore essential for community empowerment, especially for vulnerable groups such as mothers who play a central role in family health decision making. Originality Value: This study highlights mothers as strategic actors in digital health information management and demonstrates that a practical CRAP based intervention can significantly enhance digital health literacy. The program contributes to the achievement of sustainable development goals related to digital skills and health literacy by empowering families to navigate digital information responsibly.

Cultivating the digital literacy of vocational education normal students is a fundamental link in promoting the digital teaching reform of vocational education. Taking the vocational education normal students majoring in finance and accounting of Lingnan Normal University as the research object, this paper investigates and analyzes the current situation of the digital literacy level of normal students. The results show that the digital literacy of finance and accounting normal students is generally at a medium to high level, and their digital social responsibility literacy is good. The higher the grade of normal students, the higher their digital literacy level. This indicates that the implementation of the school's "New Normal Education + Education Informatization 2.0" and "Three Transformations and Four Modernizations" peak construction project has achieved certain results. The "Digital Technology knowledge and skills", "digital application" and "professional development" qualities of finance and accounting vocational education normal students can basically support their learning activities as college students, but are not sufficient to support their teaching activities as teachers. However, finance and accounting vocational education normal students have a good attitude and confidence in learning new digital technologies. In this regard, it is urgent to build a complete knowledge system of digital technology, integrate digital literacy education with professional education, and create diversified digital literacy education scenarios to improve the digital literacy level of normal students in finance and accounting vocational education.