FORMATION OF STUDENTS’ INFORMATION SECURITY COMPETENCE THROUGH PROJECT-BASED LEARNING

Abstract

Abstract. Currently, a number of studies indicate that the rapid development of digital technologies and the endless expansion of the information space have a negative impact on the personal, psychological, and physiological development and socialization of young people. Teenagers’ susceptibility to misinformation on the internet and the impact of information manipulation highlight the need to ensure their information security. In this regard, the importance of developing information security skills among school students is increasing. These skills include the ability to critically evaluate information, determine the reliability of sources, recognize information threats and counter them, developing digital literacy and ethical behavior in the online environment. This paper examines the potential of the project-based learning as an innovative pedagogical approach in the development of these skills. The main aim of this study is to determine the pedagogical effectiveness of the project-based learning in the process of developing information-security skills at the secondary education level.

In the course of the study, a theoretical analysis of scientific literature related to the field of information security was conducted and it was found that, despite the fact that the project-based learning is widely used in general education practice, its role in the development of information-security skills has not been systematically studied. In this regard, an experimental study was conducted and the results were subjected to statistical analysis.

Based on the results obtained, it is emphasized that information-security skills in the learning process of secondary school students are an important qualitative component of a student’s personality. A conclusion was made about the need for effective application of the project-based learning for the purposeful formation of these skills in the education system. The conclusions obtained in the course of the study can serve as a theoretical and methodological basis for the development of curricula and programs for secondary school students.