Интеграция образования, 2020, том 24, № 2 (99)

Научный журнал

УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ:

федеральное государственное 
бюджетное образовательное 

учреждение высшего 

образования «Национальный 

исследовательский Мордовский 
государственный университет 

им. Н. П. Огарёва»

430005, Россия, Республика Мордовия, 

г. Саранск, ул. Большевистская, 68

АДРЕС РЕДАКЦИИ:

430005, Россия, Республика Мордовия, 

г. Саранск, ул. Большевистская, 68

Тел./факс: +7 (834-2) 48-14-24

Издается с января 1996 года

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агентств «Роспечать» 

и «МК-Периодика» – 46316

ISSN 1991-9468 (Print), 2308-1058 (Online)

Vol. 24, No. 2. 2020

(April – June)

Continuous issue – 99

Scholarly journal

FOUNDER AND PUBLISHER:

Federal State

Budgetary Educational

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of Higher Education
“National Research 

Ogarev Mordovia
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© ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2020

При цитировании ссылка на журнал 

«Интеграция образования Integration of Education» обязательна.

Полное или частичное воспроизведение в СМИ материалов, опубликованных 

в журнале, допускается только с разрешения редакции

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ 
INTEGRATION OF EDUCATION

DOI: 10.15507/1991-9468

DOI: 10.15507/1991-9468.099.024.202002

Том 24, № 2. 2020
(апрель – июнь)

Сквозной номер выпуска – 99
16+

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020

Научный журнал «Интеграция образования Integration of Education» публикует 

оригинальные научные исследования в области интеграции образования. Наименование 
и содержание рубрик журнала соответствуют следующим отраслям науки: ПЕДАГОГИКА,
СОЦИОЛОГИЯ, ПСИХОЛОГИЯ.

Редакция осуществляет научное рецензирование (двустороннее слепое) всех посту
пающих в редакцию материалов с целью экспертной оценки. Все рецензенты являются 
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в издательстве и редакции в течение 5 лет. Редакция журнала направляет копии рецензий 
авторам статей, а также, при поступлении соответствующего запроса, в Министерство науки 
и высшего образования Российской Федерации.

Журнал придерживается стандартов редакционной этики в соответствии с международ
ной практикой редактирования, рецензирования, изданий и авторства научных публикаций 
и рекомендациями Комитета по этике научных публикаций.

Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть 

опубликованы основные научные результаты диссертаций на соискание ученой степени 
кандидата наук, на соискание ученой степени доктора наук по научным специальностям 

и соответствующим им отраслям науки: 

22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 

13.00.02 – Теория и методика обучения и воспитания (по областям и уровням 

образования) (педагогические науки)

19.00.07 – Педагогическая психология (психологические науки)

Журнал индексируется и архивируется в: 

Российском индексе научного цитирования (РИНЦ) 

Scopus
EBSCO

ERIH PLUS

Ulrichsweb Global Serials Directory

SHERPA / RoMEO

ResearchBib

Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly 

Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), 

Ассоциации научных редакторов и издателей (АНРИ), CrossRef 

и международного сообщества рецензентов Publons

Материалы журнала доступны по лицензии Creative Commons “Attribution” 

(«Атрибуция») 4.0 Всемирная

INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020

The Integration of Education journal publishes original research in the field of education. 

The titles and contents of sections correspond to the following branches of science: PEDAGOGY, 
SOCIOLOGY, PSYCHOLOGY.

In order to permit complex expert evaluation, all manuscripts undergo double-blind peer 

review. All reviewers are acknowledged experts on the subject of peer-reviewed materials. 
The reviews are stored at the Journal’s editorial office for a period of five years. Reviews (or 
a substantiated rejection) are forwarded by the Editorial Board to the author(s) of the submitted 
article. Reviews are also forwarded on request to the Ministry of Education and Science of the 
Russian Federation.

The Journal adheres to the standards of editorial ethics in accordance with the interna
tional practice of editing, reviewing, publishing and authorship of scientific publications and 
recommendations of the Committee on Publication Ethics.

The Journal is included in the List of peer reviewed scientific journals published by the 
Higher Attestation Commission in which major research results from the dissertations of 
Candidates of Sciences (Ph.D.) and Doctor of Science (D.Sc.) degrees are to be published. 

Scientific specialties of dissertations and their respective branches of science are as 

follows: 

22.00.04 – Social structure, social institutions and processes (social sciences)

13.00.02 – Theory and methods of teaching and education (by areas and levels of education) 

(pedagogical sciences)

19.00.07 – Pedagogical psychology (psychological sciences)

The journal is indexed and archived in:
Russian Index of Scientific Citations

Scopus
EBSCO

ERIH PLUS

Ulrichsweb Global Serials Directory

SHERPA / RoMEO

ResearchBib

The Journal is a member of the Committee on Publication Ethics (COPE), Open Access 
Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), 
Association of Scientific Editors and Publishers (ASEP), CrossRef and the international 

community of reviewers Publons

The Journal’s materials are available under the Creative Commons 

“Attribution” 4.0 Global License

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020

РЕДАКЦИОННАЯ КОЛЛЕГИЯ

Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», 

кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Саранск, Россия)

Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо
логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: 
https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Россия)

Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч
ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, 
inted@adm.mrsu.ru, inted@mail.ru (Саранск, Россия)

Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии 

наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912,
r.bukvic@mail.ru (Сербия, Белград)

Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле
ния Исследовательского центра экономических и управленческих наук университета Гвадалахары, 
ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика)

Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный 

университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067,
public.mail@kpfu.ru (Казань, Россия) 

Гусман Тирадо Рафаэль – профессор кафедры греческой и славянской филологии Гранадского 

университета, член президиума международной ассоциации преподавателей русского языка и литературы, доктор филологических наук, ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es 
(Гранада, Испания)

Загвязинский Владимир Ильич – заведующий академической кафедрой методологии 

и теории социально-педагогических исследований ФГАОУ ВО «Тюменский государственный университет», 
доктор педагогических наук, профессор, академик  РАО, ORCID: https://orcid.org/0000-0002-6223-6356, 
v.i.zagvyazinskij@utmn.ru (Тюмень, Россия)

Камильо Aнджело – ассоциированный профессор менеджмента Школы бизнеса Университета 

Сонома, доктор философии, camillo@sonoma.edu (Бербанк, США)

Кириллова Ольга Владимировна – председатель Российского экспертного совета, предста
витель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат 
технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Россия)

Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор 

философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция)

Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор экономиче
ских наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, Россия)

Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец
кий государственный университет», доктор психологических наук, профессор, ORCID: https://
orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Россия)

Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com 

(Гургаон, Харьяна, Индия)

Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования 

департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: 
https://orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Джокьякарта, Индонезия)

Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан
нанда, Университет Дели; почетный директор Индийского глобального института управления, 
образования и исследований, доктор философии в коммерции, магистр экономики и финансов, 
ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (Нью-Дели, Индия)

Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института 

повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор 
наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) 

Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гумани
тарных наук Эрфуртского университета, доктор филологических наук, профессор, ORCID: 
https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия)

Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https://

orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия)

Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ
ственного управления Метропольного университета Праги, доктор философии, ORCID: https://
orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) 

Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас
ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311,
mouratt@utep.edu (Эль-Пасо, Техас, США) 

Шафранов-Куцев Геннадий Филиппович – научный руководитель ФГАОУ ВО «Тюменский 

государственный университет», доктор философских наук, профессор, академик РАО, ORCID: 
https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Тюмень, Россия)

Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), 

Министерство образования Малайзии, доктор философии, sazali@mseam.org.my (Пенанг, Малайзия) 

Янчук Владимир Александрович – декан факультета профессионального развития специалистов 

образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, 
ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)

INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020

EDITORIAL BOARD

Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Ph.D. 

(Economics), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Saransk, Russia)

Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional 

Studies of National Research Mordovia State University, Dr.Sci. (Sociology), Professor, ORCID: 
https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russia)

Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), 

Ph.D. (Pedagogy), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru 
(Saransk, Russia)

Rajko M. Bukvic – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences 

and Arts, Dr.Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru 
(Belgrad, Serbia)

Angelo A. Camillo – Associate Professor of Management, School of Business, Sonoma State University, 

Ph.D., camillo@sonoma.edu (Burbank, USA)

Csaba Földes – Professor of Germanic Linguistics, Faculty of Humanities, University of Erfurt, ORCID: 

https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Erfurt, Germany)

Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr.Sci. (Economics), Professor, 

ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russia)

Rafael Guzman-Tirado – Professor of Greek and Slavic Philology, University of Granada, Member 

of the Presidium of the International Association of Russian Language and Literature Teachers, Dr.Sci. 
(Philology), ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es (Granada, Spain)  

Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID: 

https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya)

Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, 

Metropolitan University, Ph.D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz 
(Prague, Czech Republic)

Jagbir Singh Kadyan – Associated Professor of Department of Commerce, Swami Shraddhanand Col
lege, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, 
Ph.D. (Commerce), M.Com (PIMR & Marketing); MA (Eco); MMS (Fin); GDC&A; MIMA; AMT- AIMA, 
ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (New Delhi, India)

Olga V. Kirillova – President of the Russian Expert Council (REC), Representative of the REC in 

Scopus SCAB, President of Association of Scientific Editors and Publishers, Ph.D. (Engineering), ORCID: 
https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Moscow, Russia)

Nikolay P. Makarkin – President of National Research Mordovia State University, Dr.Sci. (Economics), 

Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russia) 

Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr.Sci. (Psy
chology), Honored Scientist of the Russian Federation, ORCID: https://orcid.org/0000-0002-9627-2304, 
vgmaralov@yandex.ru (Cherepovets, Russia)

Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace
donia, Ph.D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece)

Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D. (Philosophy), misra1957@gmail.com 

(Gurgaon, India)

Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for 

Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph.D., ORCID: https://
orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia)

Gennady F. Shafranov-Kutsev – Research Supervisor, Tyumen State University, Dr.Sci. (Philosophy), 

Professor, Member of the Russian Academy of Education, ORCID: https://orcid.org/0000-0001-7823-0525, 
g.f.kucev@utmn.ru (Tyumen, Russia)

Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for 

Qualification Enhancement, Visiting Professor of University of California, Ph.D., Professor, ORCID: https://
orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic)

Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, 

University of Texas at El Paso, Texas, USA, Ph.D., ORCID: https://orcid.org/0000-0002-2852-4311,
mouratt@utep.edu (El Paso, Texas, USA)

José G. Vargas-Hernández – Member of the National System of Researchers of Mexico. Research Pro
fessor at University Center of Economic and Managerial Sciences, University of Guadalajara, M.B.A.; Ph.D., 
ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México)

Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Academy 

of Postgraduate Education, Dr.Sci. (Psychology), Professor, ORCID: https://orcid.org/00000-0002-4524-8371, 
yanchuk1954@gmail.com (Minsk, Belarus)

Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu
cation of Malaysia, Ph.D., sazali@mseam.org.my (Pinang, Malaysia)

Vladimir I. Zagvyazinskiy – Head of the Academic Department for Methodology and Theory of 

Social and Pedagogical Research, Tyumen State University, Dr.Sci. (Pedagogy), Professor, Academician of 
Russian Academy of Education, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru
(Tyumen, Russia)

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020

COДЕРЖАНИЕ

Международный опыт интеграции образования

Л. Томчик, Л. Эгер. Онлайн-безопасность как новый компонент цифровой 

грамотности молодежи ................................................................................................ 172

Н. В. Чичерина, Ф. Лю, О. Ю. Образцова. Управление процессом обучения 

английскому языку как иностранному: восприятие в Китае и России ..................... 185

С. Й. Ли. Анализ влияния школьной организационной культуры 

и профессионального учебного сообщества на эффективность 
деятельности учителей ................................................................................................. 206

М. Маснипал. Вклад индонезийского метода Кахайя в совершенствование 

навыков педагогов дошкольного образования ........................................................... 218

Академическая интеграция

Л. М. Мухарямова, А. Г. Жидяевский, К. П. Токранова. Качество высшего 

образования в медицинских вузах России: представления 
и оценки студентов ...................................................................................................... 235

Л. Ф. Фатихова, Е. Ф. Сайфутдиярова. Различия характеристик безопасности 

учащихся с ментальными нарушениями в подростковом и юношеском возрасте .... 252

Образование и культура

Е. А. Коваль, А. А. Сычев, Н. В. Жадунова, Л. Ю. Фомина. «Руководствоваться 

законом и совестью»: hard skills и soft skills в юридическом образовании ............. 276

О. Б. Каневская, Е. В. Гострая. Модель формирования вторичной языковой 

личности посредством работы с прецедентными феноменами культуры 
на уроках русского языка как иностранного .............................................................. 296

М. Н. Кичерова, Г. З. Ефимова. Влияние неформального образования 

на человеческий капитал: поколенческий подход ........................................................................ 316

Информация для авторов и читателей (на рус. яз.) ....................................................... 339

Информация для авторов и читателей (на англ. яз.) ...................................................... 341

http://edumag.mrsu.ru
DOI: 10.15507/1991-9468.099.024.202002

ISSN 1991-9468 (Print) 

ISSN 2308-1058 (Online) 

INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020

CONTENTS

International Experience in the Integration of Education

Ł. Tomczyk, L. Eger. Online Safety as a New Component of Digital 

Literacy for Young People ............................................................................................. 172

N. V. Chicherina, F. Liu, O. Yu. Obraztsova. Classroom Management 

in EFL Classes: Perception in China and Russia ............................................................ 185

S. Y. Lee. Analysis of the Effect of School Organizational Culture 

and Professional Learning Communities on Teacher Efficacy .......................................... 206

М. Мasnipal. Contribution of Indonesia Cahaya Method to the Improvement 

of Early Childhood Teachers’ Skills ............................................................................... 218

Academic Integration

L. M. Mukharyamova, A. G. Zhidyaevskij, K. P. Tokranova. The Quality of Higher 

Medical Education: Students’ Perceptions and Assessments ............................................ 235

L. F. Fatikhova, E. F. Sayfutdiyarova. Safety Criteria Differences of Learners 

with Mental Disorders in Early and Late Adolescence 
as Compared to Normotypic Peers ................................................................................... 252

Education and Culture

E. A. Koval, A. A. Sychev, N. V. Zhadunova, L. Yu. Fomina. “To Follow the 

Law and Conscience”: Hard Skills and Soft Skills in the Legal Education ................. 276

O. B. Kanevska, K. V. Hostra. A Model for the Formation of Secondary Linguistic 

Personality through Work with Precedent Cultural Phenomena during Classes 
in the Russian Language as a Foreign Language ........................................................... 296

M. N. Kicherova, G. Z. Efimova. The Impact of Non-Formal Education 

on Human Capital: A Generational Approach ................................................................. 316

Information for Authors and Readers of the Journal (In Russian) .................................... 339

Information for Authors and Readers of the Journal (In English) ..................................... 341

http://edumag.mrsu.ru
DOI:  10.15507/1991-9468.099.024.202002

ISSN 1991-9468 (Print) 

ISSN 2308-1058 (Online) 

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 24, № 2. 2020

Online Safety as a New Component of Digital 

Literacy for Young People

Ł. Tomczyka*, L. Egerb

a Pedagogical University of Cracow, Kraków, Poland,

* lukasz.tomczyk@up.krakow.pl

b University of West Bohemia, Pilsen, Czech Republic

Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and 
critical use of information and communication technology for learning, leisure, communication and future 
work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate 
programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives 
are important in the educational perspective, i.e. media education and socialisation.
Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats 
resutling from using the new media in the group of upper-secondary school students (fourth educational 
cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in 
the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing 
knowledge and skills. 
Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge 
and the strongest area was online shopping and financial operations. All digital literacy components are 
interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite 
this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain 
digital literacy components, determined by gender – girls obtained higher test results in terms of the soft 
competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster 
analysis, we noticed that 41.41% of the students obtained good and very good results from the competence 
test. More than half of the students require further education in most of the analysed areas.
Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of 
designing training programs aimed at developing students’ digital literacies, with a special focus on new 
topics as sexting, piracy and cyberbullying. 

Keywords: digital literacy, cybersafety, youth, protection of image, cyberbullying, sexting, digital piracy, 
hoax, measure, Poland

For citation: Tomczyk Ł., Eger L. Online Safety as a New Component of Digital Literacy for Young People. 
Integratsiya obrazovaniya = Integration of Education. 2020; 24(2):172-184. DOI: https://doi.org/10.15507/19919468.099.024.202002.172-184 

© Tomczyk Ł., Eger L., 2020

УДК 378.126:004-057.87

DOI:  10.15507/1991-9468.099.024.202002.172-184

http://edumag.mrsu.ru
ISSN 1991-9468 (Print), 2308-1058 (Online)

Контент доступен под лицензией Creative Commons Attribution 4.0 License. 
The content is available under Creative Commons Attribution 4.0 License.

МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ 

ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE 

IN THE INTEGRATION OF EDUCATION

INTEGRATION OF EDUCATION. Vol. 24, No. 2. 2020

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INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION

Онлайн-безопасность как новый компонент 

цифровой грамотности молодежи

Л. Томчик1*, Л. Эгер2

1 Краковский педагогический университет, г. Краков, Польша,

* lukasz.tomczyk@up.krakow.pl

2 Университет Западной Богемии, г. Пльзень, Чешская Республика

Введение. В статье проанализированы данные об уровне цифровой грамотности в области новых 
средств массовой информации и угроз, связанных с их использованием, среди учащихся старших 
классов средней школы (четвертый образовательный цикл).
Материалы и методы. Для изучения проблемы был проведен диагностический тест, содержащий 
18 вопросов. В нем приняли участие 1 693 человека в возрасте 15–21 год. Исследование было разработано на основе традиционных методов тестирования знаний и навыков. 
Результаты исследования. По итогам проведенного тестирования выявлено, что наиболее слабым 
компонентом цифровой грамотности являются знания, связанные с авторским правом, сильной областью – онлайн-покупки и финансовые операции. Были определены различия в отношении некоторых 
компонентов цифровой грамотности, определяемых гендерным фактором: девочки получили более 
высокие результаты тестов с точки зрения «мягких» навыков, мальчики показали лучшие познания 
в технических аспектах цифровой грамотности. По итогам кластерного анализа отмечено, что у 41,41 % 
учащихся хорошие и очень хорошие результаты теста на компетентность. Однако большинство студентов нуждаются в дальнейшем образовании по анализируемым областям.
Обсуждение и заключение. Материалы данной статьи будут полезны руководителям образовательных 
организаций. Полученные выводы могут способствовать качественному преобразованию учебных 
программ по информационным технологиям. 

Ключевые слова: цифровая грамотность, кибербезопасность, молодежь, защита изображений, кибербуллинг, секстинг, цифровое пиратство, мистификация, мера, Польша

Для цитирования: Томчик, Л. Онлайн-безопасность как новый компонент цифровой грамотности 
молодежи / Л. Томчик, Л. Эгер. – DOI 10.15507/1991-9468.099.024.202002.172-184 // Интеграция 
образования. – 2020. – Т. 24, № 2. – С. 172–184.

Introduction

The rapid development of information 

and communication technologies (ICT) has 
had considerable and dramatic impact on 
contemporary educational practice [1–5]. 
Digital competence has become increasingly 
important for social environment and individuals since 20th century [6; 7]. Therefore, 
many countries recognized the importance 
of incorporating ICT in education.

Internet penetration by country, house
hold equipment with ICT, and experience 
with ICT use at home, at school and further 
at work, or in leisure are very important 
prerequisites for a lot of everyday activities and life in today society. Digital literacy (DL) has become essential in many 
occupations and without DL students can 
hardly continue to study at the university. 
Schools play a key role in providing ICT 
education. It is generally recognized that 
DL has positive effects on students’ skills 

that are essential for successful learning. To 
practice and promote students to be digitally literate also in new developing topics 
is an essential responsibility of schools.

The concept of digital competencies 

and digital literacy has undergone longterm development. Among the most prominent views of digital literacy, today, is that 
digital literacy may be understood as an 
inter-related set of skills or competencies 
necessary for success in the digital age [8]. 
The new topics are preferred such as cyberbullying or digital piracy. New topics 
requiere development of new skills and this 
research is aimed at digital safety among 
youth in the selected areas with special focus 
on mentioned new topics and new skills. 

The purpose of this research is to iden
tify the level of DL among the uppersecondary school students in Poland and to 
understand how students really use ICT and 
to assess whether these students are really 

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ready to participate in different domains 
of today’s society in the 21st century using 
ICTs. The next section first defines the concept of DL and discuss various frameworks 
of digital competencies including new areas 
of interest.

Literature Review

ICT literacy is often called “digital lit
eracy”, and in this research both terms are 
used in the same meaning. Competences of 
using and dealing with ICT are considered 
a prerequisite for DL development [9]. We 
are in line with Guzmán-Simón, GarcíaJiménez & López-Cobo, who define competence as the set of knowledge, skills and 
attitudes that are necessary for personal and 
professional development in different contexts, and we also consider experience as 
a very important part of competence [10].

The importance of digital competence 

was recognised by the European Parliament 
and the European Council in 2006. Digital 
competence was identified as one of the 
eight key competences for lifelong learning and involves the confident and critical 
use of Information Society Technology 
(IST) for work, leisure, learning and communication1.

Computer and information literacy is 

described as students’ achievements with 
technology in different contexts, as an 
“ability to use computers to investigate, 
create and communicate in order to participate effectively at home, at school, in 
the workplace, and in society” [11, p. 17]. 
DL comprises the abilities to process digital information, communicate with others, 
and solve given problems. DL was operationalised by Fraillon et all. as two strands 
with seven aspects [12]. The first strand 
is “Collecting and managing information” 

and second is “Producing and exchanging 
information”. It is obvious, that development of DL requires more than fundamental 
technical knowledge and skills. The International DL Panel states that DL enables 
individuals to use “digital technology, 
communication tools, and/or networks to 
access, manage, integrate, evaluate and 
create information in order to function in 
a knowledge society”2. The OECD defined 
DL as “the interest, attitude and ability of 
individuals to appropriately use digital 
technology and communication tools to 
access, manage, integrate and evaluate 
information, construct new knowledge, 
and communicate with others in order to 
participate effectively in society”3. ECDL 
Foundation (2015) defines the term “digital 
literacy” as follows: “Digital literacy – 
basic set of skills required to participate in 
essential ICT user activities”4. This definition outlines two different digital skills 
areas – computing/computer science and 
digital literacy. Attention is also paid to 
programming/coding. Not other approaches 
emphasize this area.

On the other hand, a holistic and com
prehensive framework of digital literacy 
covers most of the cognitive competencies 
that users or learners employ while working 
in digital environments [13; 14].

Some authors prefer the term “digital 

literacy”. For example, Rambousek, Štípek, 
& Vaňková [15] apply in their research on 
digital literacy at schools framework of 
digital literacy by Ferrari [16] from project DIGCOMP. This framework contains 
5 areas: Information, Communication, Content creation, Safety and Problem solving. 
The main objective of their research was to 
recognize the current state and identify key 
features and processes of digital compe
1 Measuring Digital Skills across the EU: EU wide indicators of Digital Competence [Electronic resource]. 

2014. Available at: https://ec.europa.eu/digital-single-market/en/news/measuring-digital-skills-across-eueu-wide-indicators-digital-competence (accessed 25.03.2020).

2 International Literacy Panel. Educational Testing Service. Digital Transformation: A Framework for 

DL. Princenton; 2002. Available at: https://www.ets.org/Media/Research/pdf/ICTREPORT.pdf (accessed 
25.03.2020).

3 OECD. Feasibility Study for the PISA DL assessment: Report to network A. Paris: OECD; 2003.
4 ECDL Fondation Report: Computing and Digital Literacy – Call for a Holistic Approach [Electronic 

resource]. Available at: https://www.ics.ie/news/computing-and-digital-literacy-call-for-a-holistic-approach 
(accessed 25.03.2020).

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INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION

tence development in schools in the Czech 
Republic. As we mentioned above, digital 
competences are prerequisite for digital 
literacy development [9]. 

According to Hatlewik, Gudmunds
dóttir & Loi digital competence contains 
the skills, knowledge and attitudes that 
make students able to use digital media 
for participation, work and problem solving, independently or in collaboration 
with others in a critical, responsible and 
creative manner [17]. Digital competence 
is developed in various domains (at home, 
at school, among peers, in professional 
or leisure time settings) that interact with 
each other [10]. Of course, for students it 
is essential to use ICT at home, at school 
or during their leisure time.

Wilson, Scalise, and Gochyev argue 

that the definition of DL is deliberately variable with respect to technological developments over time – this will involve changes 
both in the technologies themselves, and 
also in the range of human activities that 
are facilitated by those technologies [7]. 
They describe transition of DL to a broad 
set of skills in school settings and discuss 
the impact of the social media on DL. New 
framework of DL is developed toward increasing competency of students in the area 
of virtual skills, knowledge, awareness, and 
use of social media.

The concept of digital competencies 

and digital literacy has undergone longterm development. The ability to recognize 
the ICT-related problems in the area of 
cyberbullying is one of more important 
parts of DL. The current literature suggest 
the following critical components in this 
area: cyberbullying, sexting and protection 
of image [18–21]. Also online safety and 
digital piracy are counted into new areas5. 
The above-mentioned sources were taken 
into account when preparing this research 
and the assessment tool.

In this paper, DL are presented holisti
cally as the technical skills of using the 
digital media and the ability to respond to 
the digital threats (including anticipation 

of the e-threats). Thus, DL is not only the 
technical expertise but also soft components connected with the ability to use 
the digital media including: applications, 
hardware and e-services.

Materials and Methods

Objective of the research. The objective 

of the research was to diagnose the level 
of digital literacy in the area of e-threats 
among the upper-secondary school students 
(fourth educational cycle) in Poland. Due 
to the vast scope of the possible threats, the 
commissioning institution – Cities on the 
Internet Association from Tarnów which 
conducted the study for the Ministry of 
National Education – narrowed the scope 
of the research down to 6 components: The 
research were diagnostic and the results are 
supposed to help to evaluate the level of 
knowledge, skills and attitudes related to 
online safety. Based on the data collected, 
non-formal educational activities (competitions, lectures, workshops) addressed to 
students were designed. The research go 
beyond the hitherto measurements of DL 
which were based on self-declarations.

The research problems have taken the 

following form:

1. What are the results achieved by adoles
cents in the various areas of digital security?

2. Do sociodemographic variables dif
ferentiate the results from the test measuring the level of digital competence?

3. To what extent do digital security 

variables interact with each other?

4. How many non-homogeneous groups 

can be distinguished on the basis of collected results?

Research tool. Siddiq et al. systemati
cally review literature on assessment instruments of primary and secondary school 
students’ DL [22]. They conclude that most 
of the tests target lower secondary students, 
comprise multiple-choice item designs, and 
are evaluated by quantitative methodology. 
The majority of them tests measure facets 
such as searching, retrieving, and evaluating digital information, and technical skills.

5 Belleflamme P., Peitz M. Digital Piracy. In: J. Backhaus (ed.). Encyclopedia of Law and Economics. 

Berlin: Springer; 2014. p. 1-8.

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Conceptual frameworks for DL are, in 

fact, compilations of several partial different literacies [8; 10; 13].

For the purpose of this research, new as
sessment tool was developed to measure the 
selected components of DL with special focus on mentioned new topics and new skills. 

The assessment tool was inspired by the 

Literacy Panel (2002), OECD (2003), ECDL 
Foundation (2015) and by tools developed 
before to measure DL [11; 16; 22]. In the 
area of area of digital safety follows research 
by Tomczyk, Srokowski, and Wąsiński [21] 
and Kopecký, Szotkowski, and Krejčí [23]. 
The instrument design meets recommendations by Gray [24]. DL assessment tool with 
focus on digital safety among youth consists 
of six dimensions.

Data collection was conducted through 

a questionnaire with 18 questions. The tool 
was built for a project financed by the Polish Ministry of Education. The tool was 
created by specialists in media education. 
The same people were responsible for preparing the final report for the contracting 
authority. The selection of variables was 
made by persons dealing with the subject 
of digital security and media pedagogy. The 
tool was subject to external control (among 
others through pilot studies). A separate 
tool was prepared for each group – due 
to the specificity of ICT use in the group 
of teachers, adolescents or their parents. 
On the basis of the collected results, the 
directions of preventive activities were 
determined. The research tool was divided 
in two parts. The first part served to obtain 
the socio-demographic data and the characteristics of digital safety in the family 
environment. The other part measured the 
DL level regarding digital safety in the following 6 areas [21]:

– unaware creation of personal image 

in the Internet (awareness of how Google 
archives the audiovisual content, how advertisements are targeted and how the accounts in social media and comments left by 
other users influence one’s personal image);

– sexting and invasion of privacy 

(knowledge about legal consequences of 
identity theft, infringement of image and 
technical aspect of data protection, remov
ing photos indexed by the most popular 
search engine in Poland);

– infringement of copyright (knowing 

terminology related to illegal software, legal consequences of illegal film downloading and digital piracy, and competencies in 
assessing the legality of software);

– credibility of online information 

(awareness of the mechanisms of creating 
the most popular online encyclopedia, ability to assess the reliability of the source of 
information and the sellers in online stores);

– cyberbullying (awareness of the 

mechanisms connected with cyberbullying, types of cyberbullying and ability to 
secure the evidence thereof);

– financial operations in the Internet 

(awareness of the solutions securing the 
computer, online safety and creating strong 
passwords, knowledge about the safety in 
the Internet).

For each of the six areas, the students 

could provide 100% of correct answers 
which were calculated based on the three 
questions diagnosing respondents’ knowledge about the digital safety. The correctness of answers was checked by means of 
an internal key, defined at the beginning 
by the authors of the tool. Research is pioneering in the global dimension. In the literature, such empirical diagnoses are rare. 
The measurement of digital competence 
is rarely measured through competence 
tests. The results provide a basis for further 
in-depth research, including longitudinal 
research (measuring how knowledge and 
skills will change over the years – with the 
development of the information society). 
All the results were averaged and formed 
a global variable as the general end result 
(the percentage value of the DL level in the 
area of digital safety). The tool ensures the 
correct level of internal coherence at the level 
Alpha = 0.71.

Sampling and sample characteristics.

Sampling was random, nation-wide and 
conducted by the external research agency 
NAVIGO specializing in the long-term 
educational research. The respondents were 
students of the upper-secondary schools 
(fourth educational cycle). The research was 
conducted in the second half of 2016. The