Digital Privacy Awareness in Gifted Students

Overview

This randomized controlled trial aims to examine gifted and talented students' perceptions and concerns regarding digital privacy within the context of their digital literacy. The study evaluates the effectiveness of a structured digital privacy education intervention designed to increase awareness and informed decision-making in digital environments. Gifted students are randomly assigned to an intervention group or a control group receiving standard practice. Data are collected using validated measures of digital privacy perception, digital literacy, and privacy-related concerns. The findings are expected to contribute to the development of evidence-based digital literacy and privacy education practices for gifted learners.

This randomized controlled trial investigates the effects of a structured digital literacy and digital privacy education program on gifted and talented high school students' digital literacy levels, digital privacy perceptions, and digital privacy concerns. The study is grounded in the increasing integration of digital technologies into adolescents' daily and educational lives and the growing importance of protecting personal data and privacy in digital environments, particularly for gifted students who demonstrate high levels of digital engagement. The study population consists of gifted and talented students enrolled in grades 9 through 12 who are identified as gifted and receiving education in Science and Art Centers (BİLSEM). Participants are randomly assigned to either an intervention group or a control group. The intervention group receives a structured digital literacy and digital privacy education program designed to enhance awareness of digital rights, online privacy risks, personal data protection, digital footprints, and responsible digital behavior. The control group continues with standard educational practices without additional intervention. The study follows a randomized controlled design with pre-test, post-test, and follow-up assessments to examine both immediate and sustained effects of the intervention. Data are collected using validated self-report instruments measuring digital literacy, digital privacy perception, and digital privacy-related concerns. Sociodemographic variables are also collected to examine potential differences across participant characteristics. The primary objective of the study is to determine whether participation in the digital literacy and digital privacy education program leads to significant improvements in digital literacy and digital privacy perception and changes in digital privacy concerns compared to the control group. Secondary objectives include examining whether digital literacy and digital privacy perception predict digital privacy concerns and assessing changes in outcomes over time. The findings of this study are expected to contribute to the evidence base on digital literacy and digital privacy education for gifted adolescents and to inform the development of educational interventions and policies aimed at supporting safe, informed, and rights-based digital participation among gifted learners.