Reformulating education policy through digital literacy for digital violence prevention
DOI:
https://doi.org/10.24071/icre.v1i1.9Keywords:
digital literacy, digital space, digital violence, educational policy, violence preventionAbstract
This study aims to analyze how digital literacy becomes part of educational policy in the digital era in preventing digital violence in the school environment. Digital literacy is analyzed by looking at four main dimensions: digital skills, digital ethics, digital culture, and digital security. Using a qualitative approach with a case study method, which is then analyzed using coding techniques. Primary data were obtained from interviews with teachers and students in junior high schools in Bandung City. Secondary data was obtained from various educational policies related to the prevention of digital violence in Indonesia. The results show that the rise of digital violence, along with current digital developments, is not supported by educational policies specifically regulating the prevention of digital violence. The problems of bullying on social media, online games, and the excessive use of AI have not placed children in a safe position when interacting in the digital space. The application of digital ethics and digital security has not been a focus of strengthening digital literacy, so children are only directed to understand the mastery of technical skills using digital technology, without being balanced with moral awareness and social responsibility.
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Copyright (c) 2025 Lingga Utami, Elly Malihah, Bunyamin Maftuh, Vina Adriany (Author)
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