Teacher Digital and Media Competence in Cyber Security - A Perspective on Individual Resilience to Online Attacks

The aim of this article is to explore the current typology of teachers’ digital competences in digital security from the perspective of individual experience. The article is an attempt to highlight the digital and media skills that relate to digital security arising from the profession - a profession of public trust. The subject matter analysed is linked to the need to minimise the scale of cyber-attacks on teachers resulting from the rapid development of various e-services, as well as to gaps in digital and media skills in this professional group. The study is the result of qualitative interviews conducted in the second half of 2023 among Polish in-service teachers. On the basis of the analysis and categorisation of statements proposed by Graneheim and Lundman, 11 components of digital and media competences enabling the improvement of the digital safety of in-service teachers were identified. Among the indications, the surveyed teachers highlighted issues such as: 1) finding and evaluating information, 2) the consideration of one’s digital footprint, 3) the skilful use of social networking sites (SNSs), 4) securing access to data, 5) legal knowledge, 6) knowledge of the style of use of new media among young people, 7) implementing a restrictive new media use model, 8) lifelong learning, 9) digital hygiene, 10) outreach, and 11) a set of factors that complement digital competences. This article is part of the project “Digitally Secure Teacher” funded by the National Agency for Academic Exchange NAWA (Poland) within the framework of the M. Bekker national module.