Better Internet for Kids

The main objectives of this report are to map the presence of initiatives, programmes, and curricular content related to cybersecurity in basic and upper secondary education in Portugal, comparing these with other European Union (EU) countries, to identify good practices, and recommend ways to improve the integration of cybersecurity into school curricula. The study included an analysis of strategic documents, textbooks, and a survey of school clusters and non-clustered schools at the national level to identify the initiatives undertaken and the frequency with which cybersecurity is addressed in various subjects. Educators and other stakeholders were interviewed to gather their perspectives on school practices and needs in cybersecurity education, offering a detailed overview of the current situation and identifying existing gaps. The report is divided into three main sections: an analysis of policies and programmes at both the European and national levels; the identification of projects, initiatives, educational areas, teaching-learning methods, and evaluation methodologies; and a comparative analysis positioning Portugal about other EU countries, highlighting similarities, differences, and best practices in cybersecurity education. The report recommends that for cybersecurity education to be broader and more integrated, it is essential to continuously incorporate digital security activities across various school subjects, extending beyond Information and Communication Technologies (ICT). This approach ensures that students develop consistent habits over time. Cybersecurity education should be a permanent and integrated component of the curriculum, rather than limited to occasional events or activities organised by schools. Ongoing teacher training is fundamental, along with collaboration with libraries, local authorities, and the National Cybersecurity Centre, to expand and enhance the initiatives' scope. The development of a digital ecosystem to manage Cybersecurity activities in schools, combined with the implementation of continuous monitoring and evaluation processes, is essential for maximising the impact of initiatives and enabling adaptive actions as needed.

(Source: Report)

The study included: (1) Document Analysis, covering 24 European and national strategic documents, as well as three school textbooks (Enter7, EmoTICon8, and EmoTICon9) from the 3rd cycle of basic education; (2) an Online Survey, distributed to 871 school clusters/non-clustered schools nationwide (receiving 201 responses), aimed at detailing initiatives, mobilization methods, frequency, and pedagogical practices; and (3) Interviews, where 19 professionals, including TIC and Cidadania e Desenvolvimento teachers and external experts from entities like the CNCS and PSP, provided situated perspectives on cybersecurity education.

(Source: Report)

Portugal

Sampaio, M., & Ferreira, P. (Coords.). (2024). Estudo sobre a Educação para a Cibersegurança no Ensino Básico e Secundário em Portugal. CIIE/FPCEUP (Universidade do Porto) e CNCS