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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 41 Sayı: 3

Enhancing Digital Security Awareness Among University Students with Disabilities: A Training-Based Intervention

Engelli Üniversite Öğrencilerinin Dijital Güvenlik Farkındalığını Artırmaya Yönelik Bir Uygulama

Hatice Oğuz Özgür(Isparta Uygulamalı Bilimler Üniversitesi)0000-0001-5901-3488
Pages
656–668
Publication Date
2026-07-31
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

The results indicated a statistically significant effect of time on participants’ knowledge levels (χ²(2)=24.60, p 0.05), indicating that the knowledge gains were largely retained over time.

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Objective & Hypothesis:This study, designed as a quasi-experimental single-group pretest-posttest model, examines changes in knowledge levels associated with an educational intervention designed to enhance the knowledge levels of university students with physical and sensory disabilities regarding the safe use of digital information and communication tools.
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Key Findings & Data:Within the scope of the research, 15 students with disabilities were included in workshops on topics such as online dangers, digital literacy, digital addiction, cybercrime and methods of combating them.
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Conclusion & Impact:The results indicated a statistically significant effect of time on participants’ knowledge levels (χ²(2)=24.60, p 0.05), indicating that the knowledge gains were largely retained over time.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Dijital teknolojiler · Dijital güvenlik · Dijital kapsayıcılık

Abstract

This study, designed as a quasi-experimental single-group pretest-posttest model, examines changes in knowledge levels associated with an educational intervention designed to enhance the knowledge levels of university students with physical and sensory disabilities regarding the safe use of digital information and communication tools. Within the scope of the research, 15 students with disabilities were included in workshops on topics such as online dangers, digital literacy, digital addiction, cybercrime and methods of combating them. In the quantitative data collection process of this application, the data were obtained by pre-test, post-test and retention test forms. According to the data obtained, the average of the pre-test applied to determine the level of knowledge of the participants about the safe use of digital information and communication technologies is 3.14; the average of the posttest is 4.40; the average of the permanence test is 4.02. To examine whether digital security knowledge changed significantly over time, a Friedman test was conducted comparing pretest, posttest, and retention test scores for the entire sample (N=15). The results indicated a statistically significant effect of time on participants’ knowledge levels (χ²(2)=24.60, p 0.05), indicating that the knowledge gains were largely retained over time. The findings reveal that the training was associated with a statistically significant increase in knowledge levels of knowledge of the participants about digital security and that this improvement was sustained to a certain extent level. As a result, the study draws attention to the risks faced by people with disabilities in digital environments and emphasizes the importance of educational support for them to cope with these risks.

Özet

Bu çalışmada, fiziksel engelli üniversite öğrencilerinin dijital bilgi ve iletişim araçlarını güvenli bir şekilde kullanmalarına yönelik bilgi düzeylerini artırmayı amaçlayan eğitim uygulamalarının etkisi incelenmektedir. Araştırma kapsamında 15 engelli öğrenciye çevrimiçi tehlikeler, dijital okuryazarlık, dijital bağımlılık, siber suçlar ve bunlarla mücadele yöntemleri gibi konularda atölye çalışmaları yaptırılmıştır. Uygulamanın nicel veri toplama sürecinde veriler ön test, son test ve kalıcılık testi formları ile elde edilmiştir. Elde edilen verilere göre, katılımcıların dijital bilgi ve iletişim teknolojilerinin güvenli kullanımı konusunda bilgi düzeylerini belirlemek amacıyla uygulanan ön test ortalaması 3,14; son test ortalaması 4,40; kalıcılık testi ortalaması 4,02'dir. Test puanları arasında istatistiksel olarak anlamlı bir fark olup olmadığını belirlemek amacıyla uygulanan tek yönlü tekrarlı ölçümler ANOVA sonuçları da zaman değişkeninin (ön test, son test, kalıcılık testi) katılımcıların puanları üzerinde istatistiksel olarak anlamlı bir etkiye sahip olduğunu göstermiştir (F(2,28)=152.251, p<0.05). Bulgular, eğitimlerin katılımcıların dijital güvenlik konusundaki bilgi düzeylerinde anlamlı bir artış sağladığını ve bu iyileşmenin belirli bir düzeye kadar sürdürüldüğünü ortaya koymaktadır. Sonuç olarak çalışma, engelli bireylerin dijital ortamlarda karşılaştıkları risklere dikkat çekmekte ve bu risklerle başa çıkabilmeleri için eğitim desteğinin önemini vurgulamaktadır.

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Cite This Article

Özgür, H. O. (2026). Enhancing Digital Security Awareness Among University Students with Disabilities: A Training-Based Intervention. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 41 Sayı: 3, 656–668. https://doi.org/10.16986/hunefd.1785156

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