Key competences to develop school cibercoexistence: The "ict peer support" program

Abstract

The virtual context, in which young people socialize constantly, hides several risks that demand to reconsider socialization ways in favour of a proper cibercoexistence. With the aim of empowering adolescents in abilities to use technologies properly, this study analyses the 188 secondary students' perception aged from 14 to 18 years olds about key competences acquired (social and civilised, linguistic, and digital) after participating in "ICT Peer Support" program. In addition to the method and general success of the program using an ad hoc survey has been designed to this first evaluative approach. Results show that the majority of students have managed to perceive abilities regarding linguistic competence, followed by those associated with digital competence and finally, those regarding social and civilised competence. In a similar way, a high positive perception is reported about method and general success opinion after the development of the program. There are significant statistical differences in sex, school ownership and age. The assessment of this program provides a better understanding of what key educational competences contribute to increase young people's awareness about appropriate technology use, and to prevent associated risks as cyberbullying and sexting. Using a pre-post-test design, future proposal lines will describe the impact and benefits of these types of prevention programmes.