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

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