Abstract:

Background:
Digital security is more than a technical skill; it is a set of attitudes, knowledge, and competencies essential for future teachers. University students are a key target group whose behaviour influences digital literacy and safe online engagement. Therefore, they must acquire three core competencies: critical thinking for evaluating digital information, the ability to identify hoaxes and disinformation, and mastery of digital security principles such as data protection, secure passwords, phishing prevention, and responsible information sharing. These skills underpin safe online behaviour and professional integrity. Within the course Informatics for Economists in the Digital Economy program at Constantine the Philosopher University in Nitra, information security is taught as an independent unit. Students completed a digital literacy test before and after two lectures on this topic.

Methods:
The study systematically analysed the teaching of digital security and assessed students’ practical knowledge and skills through statistical testing. The electronic test, developed using Google Forms, included practical tasks (e.g., identifying hoaxes, verifying information, configuring privacy settings) and theoretical questions on concepts such as digital footprint, phishing, and cyberbullying. Model scenarios required students to evaluate risk situations and make decisions aligned with security principles. Testing aimed to measure the effectiveness of the intervention, not to grade students. Data were collected in two phases and analysed using descriptive and inferential statistics. A paired t-test compared pre- and post-test scores, with variance homogeneity verified by an F-test.

Results:
Statistical analysis confirmed significant improvement in students’ knowledge after the lectures. Acquired competencies enhanced confidence in using digital technologies and strengthened proactive prevention of risky behaviours, contributing to a safer academic environment. Long-term, these activities are expected to foster a digitally responsible generation equipped to meet online challenges with awareness and critical thinking.

Conclusion:
The lectures supported the integration of digital security into education and produced transferable methodological materials. Future plans include expanding content through workshops, worksheets, and teaching manuals to further strengthen digital literacy and online safety.

Keywords:

Digital security, Higher education, Digital literacy, Critical thinking, Online safety, Cybersecurity education, Educational intervention.