kkalemis's blog

Cybersecurity is a major concern for our societies at large. Children start using internet at early ages and more than 90% of young Europeans are online. Using internet brings a lot of benefits linked to information and communication but it comes with certain risks: privacy violation, identity theft, ransomware, fraudulent usage of debit card, etc. It is therefore of paramount importance that new generations are made aware and kept updated about the major threats, new technologies as well as appropriate individual and collective behaviors in order to reduce risks.

Teachers can play a major role in raising the awareness among their pupils about Cybersecurity and in spreading and disseminating a risk-prevention culture. While they are more and more sensitive to Cybersecurity issues and started acquiring fundamental notions in this area, there is a need for a structured approach to teach cybersecurity related topics to young Europeans.

The Survey

Within CONCORDIA project, we aim to work out and suggest high-school teachers teaching methodologies and associated materials to utilize when discussing cybersecurity with their pupils. In view of understanding the real needs we have developed a survey via which we plan to collect input from the following audience:

• European high-school Teachers,
• European high school Students
• European Parents of high school students European
• European school Management

The objective of this Survey is three-fold:

• RELEVANCE: To select the most needed topics to be covered in the materials.
• EFFECTIVENESS: To define the most appropriate format for the materials to be developed.
• NOVELTY: To identify areas not (enough) covered by existing programs.

Get involved

Help us suggest teachers teaching methodologies and materials to address cybersecurity in high-school by filling in the Survey [LINK]

Cybersecurity in High-school – a Survey

While the disruptions of 2020 have threatened learning loss for nearly all students across the country, the toll has been especially severe for students from immigrant homes where English is rarely if ever spoken.

In-person instruction is essential for these students, teachers, parents and experts say. Not only are they surrounded by spoken English in their classrooms; they also learn in more subtle ways, by observing teachers’ facial expressions and other students’ responses to directions. Teachers, too, depend on nonverbal gestures to understand their students. All these things are far more difficult to perceive through a screen.

And beyond the classroom, these students, known as English-language learners, absorb incalculable amounts of information about syntax, slang and vocabulary by simply hanging out in hallways and playgrounds with other students — experiences that have been lost for most New York schoolchildren this year.

“For English-language learners, if you’re not having those casual, informal, low-stakes opportunities to practice English, you’re really at a disadvantage,” said Sita Patel, a clinical psychology professor at Palo Alto University who studies the emotional health of immigrant youth.

The 16th edition of the World Economic Forum’s Global Risks Report analyses the risks from societal fractures—manifested through persistent and emerging risks to human health, rising unemployment, widening digital divides, youth disillusionment, and geopolitical fragmentation. Businesses risk a disorderly shakeout which can exclude large cohorts of workers and companies from the markets of the future. Environmental degradation—still an existential threat to humanity—risks intersecting with societal fractures to bring about severe consequences. Yet, with the world more attuned to risk, lessons can be drawn to strengthen response and resilience. In 2020, the risk of a pandemic became reality. As governments, businesses, and societies grapple with COVID-19, societal cohesion is more important than ever.

https://www.weforum.org/reportshttps://blogs.sch.gr/kkalemis/files/2021/01/WEF_The_Global_Risks_Report_2021.pdf/the-global-risks-report-2021

In 2015, the United Nations set forth the 17 Sustainable Development Goals (SDGs) as a blueprint to promote prosperity and transform our world to a better sustainable future. Achieving these goals by 2030 stimulate action and mobilize resources to address the global challenges we face, including challenges related to poverty, environmental degradation, education, climate, prosperity, peace inequality, and justice. The full transformative potential of ICT in shaping today’s digital economy and fueling the fourth industrial revolution makes it a powerful tool to accelerate the attainment of the UN SDGs. In this context, the ICT Committee of the Federation of Arab Engineers in collaboration with the Bahrain Society of Engineers, is organizing the Arab ICT Forum 2020, under the theme ICT: Driver for Innovation and Sustainability.