Knowledge of Polish and British Teachers about Cyber Threats: A Comparative Study
Dorota Anna Siemieniecka, Kamila Majewska · The New Educational Review · 2024
The survey was designed to assess Polish and British teachers’ knowledge (different teaching subjects) of cyber threats and their educational needs in this area. A quantitative-qualitative approach was used, with a sample of 824 teachers from Poland and the UK who completed questionnaires. Data analysis used the Mann-Whitney U test and Pearson’s Chi-square test. The results revealed significant differences in knowledge of cyber threats between Polish and British teachers, with Polish teachers showing higher levels of knowledge. In addition, differences were noted in the methods of self-education and applied educational means used in teaching and education work. Polish teachers are more likely to take further training and to develop their own teaching materials related to the prevention of cyber threats than British teachers. The results of the study show differences in the level of preparation of teachers to deal with problems related to cyberbullying. British teachers are more likely to use ready-made developed teaching materials. The reasons for this situation can be seen in better and easier access to ready-made materials by British teachers.