This course addresses online safety threats and the phenomenon of cyberbullying from an interdisciplinary perspective, focusing on the challenges individuals face in the digital age. It explores key concepts of digital safety, the definition and types of cyberbullying, and relevant case studies. Students will develop awareness of digital rights and responsibilities, online privacy, security, and the implications of their digital footprint. The course also examines the ethical dimensions of social media use, platform policies, and user behavior, while analyzing the psychological and societal impacts of cyberbullying. The dynamics of online aggression are discussed in the context of perpetrators, victims, and bystanders. In later weeks, legal regulations and institutional responsibilities are explored, along with practical strategies for prevention, intervention, and recovery. By the end of the course, students will have the opportunity to apply their knowledge by designing educational materials or awareness campaigns aimed at promoting digital safety.
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Week |
Subject |
Related Preparation |
| 1) |
Introduction to Digital Safety and Ethics
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Literature review |
| 2) |
Key Concepts in Online Safety
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Literature review
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| 3) |
Cyberbullying: Definition, Types, and Actors
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Literature review |
| 4) |
Digital Rights and Responsibilities
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Literature review |
| 5) |
Privacy, Security, and Digital Footprint
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Literature review |
| 6) |
Social Media Ethics and Platform Policies
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Literature review
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| 7) |
Psychological and Social Impacts of Cyberbullying
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Literature review |
| 8) |
Mid Term exam |
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| 9) |
Roles of Perpetrators, Victims, and Bystanders
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Literature review |
| 10) |
Gender, Identity, and Power in Online Bullying
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Literature review |
| 11) |
National and International Legal Frameworks
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Lecture |
| 12) |
Prevention and Intervention Strategies
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Lecture |
| 13) |
Designing Awareness Campaigns or Educational Materials
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Lecture |
| 14) |
General overview
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Lecture |
| Course Notes: |
Baştürk, E. (2020). Çevrimiçi Riskler ve Siber Zorbalık, Elma Yayınevi ;
Turan, S.G. (2021). Digital Citizenship For Children and Youths, Peter Lang Publication;
Turan, S.G. (2023). Justification of Cyber-Bullying Among Turkish Youths, Peter Lang Publication.
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| References: |
Baştürk, E. (2020). Çevrimiçi Riskler ve Siber Zorbalık, Elma Yayınevi ;
Turan, S.G. (2021). Digital Citizenship For Children and Youths, Peter Lang Publication;
Turan, S.G. (2023). Justification of Cyber-Bullying Among Turkish Youths, Peter Lang Publication.
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Program Outcomes |
Level of Contribution |
| 1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
| 2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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| 3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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| 3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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| 4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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| 5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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| 6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
| 7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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| 8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
| 9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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| 10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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| 11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
| 12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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| 13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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| 14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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| 15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |