Skip to main content

Advertisement

An E-safety Framework for Secondary Schools in Zimbabwe

  • Original research
  • Published:
Technology, Knowledge and Learning Aims and scope Submit manuscript

Abstract

Use of Information and Communication Technologies (ICTs) offers extraordinary opportunities for society, particularly in the education sector. Many schools in Zimbabwe are now allowing the use of ICTs devices by learners in order to access the Internet and share educational material. However, there is considerable evidence that through use of ICTs, learners will be exposed to different ICTs risks. Learners using ICTs may face Internet and social media related risks which may expose them to inappropriate content, communicating and meeting strangers, cyberbullying, ICTs addiction and cyber-harassment. Sadly, most parents, teachers and learners do not have knowledge and expertise to mitigate these ICTs risks. As such, this research aims to develop an Electronic Safety (E-Safety) framework for Secondary Schools in Zimbabwe that teaches and safeguards learners from ICTs related risks. Researchers used a qualitative research method to gather information on the use of ICTs, risks faced by learners and how these risks can be mitigated. A case study of two secondary schools in Zvishavane District (Zimbabwe) was used. Data was collected using face-to-face interviews and questionnaires from learners. Data from teachers, parents and officials from Ministry of Primary and Secondary Education, Child Protection Services and Ministry of Information Communication and Technology, Postal and Courier Services was collected using face to face interviews. Collected data was analysed using thematic analysis. A framework was then designed by researchers based on the results from the thematic analysis and reviewed by two experts.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Availability of data and materials

The authors declare that [the/all other] data supporting the findings of this study are available within the article.

References

  • Alnesafi, A. (2018). Blended learning and accounting education in Kuwait: An analysis of social construction of technology. Academy of Accounting and Financial Studies Journal, 22(3), 1–19.

    Google Scholar 

  • Atkinson, S., Furnell, S., & Phippen, A. (2009). Securing the next generation: Enhancing e-safety awareness among young people. Computer Fraud & Security, 2009(7), 13–19.

    Article  Google Scholar 

  • Barros, M., & Lazarek, H. (2018). A cyber safety model for schools in Mozambique. Paper presented at the ICISSP 2018. In: 4th International Conference on Information Systems Security and Privacy, Funchal, Madeira, Portugal.

  • Bhukuvhani, C. (2017). Students’ perceptions on the politics of mobile phones usage among learners. International Open and Distance Learning Journal, 2(2), 8–13.

  • Bijker, W. E., Hughes, T. P., & Pinch, T. J. (1987). The social construction of technological systems: New directions in the sociology and history of technology. MIT press.

    Google Scholar 

  • Bryant, V. R. (2013). 21st century youth using critical thinking skills and practicing cyber safety when making digital decisions: An analysis of the digital devices and decisions of youth and parental perspectives of the same. Fielding Graduate University.

    Google Scholar 

  • Camacho, S., Hassanein, K., & Head, M. (2018). Cyberbullying impacts on victims’ satisfaction with information and communication technologies: The role of perceived cyberbullying severity. Information & Management, 55(4), 494–507.

    Article  Google Scholar 

  • Cao, F., Su, L., Liu, T., & Gao, X. (2007). The relationship between impulsivity and Internet addiction in a sample of Chinese adolescents. European Psychiatry, 22(7), 466–471.

    Article  Google Scholar 

  • Chung, K. (2004). Development of an integrated chat monitoring and web filtering parental control for child online supervision. (Computer Science Technical Reports; No. CSBU-2004-13). Department of Computer Science, University of Bath.

  • Cranmer, S., Selwyn, N., & Potter, J. (2009). Exploring primary pupils’ experiences and understandings of ‘e-safety.’ Education and Information Technologies, 14(2), 127–142.

    Article  Google Scholar 

  • Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.

    Google Scholar 

  • Fisk, N. (2014). “… when no one is hearing them swear”-Youth Safety and the Pedagogy of Surveillance. Surveillance & Society, 12(4), 566.

    Article  Google Scholar 

  • Gamira, D. (2019). The Integration of ICT in geography in selected kadoma high schools, Zimbabwe. i- Manager’s Journal on School Educational Technology, 15(1), 18.

    Article  Google Scholar 

  • Gcaza, N. (2018). Cybersecurity awareness and education: A necessary parameter for smart communities. Proceedings of the 12th International Symposium on Human Aspects of Information Security & Assurance, Dundee, UK, 29-31 August 2018, 80–90.

  • Gomba, C. (2016). Transforming rural secondary schools in Zimbabwe through technology: Lived experiences of student computer users. International Online Journal of Education and Teaching, 3(2), 108–120.

    Google Scholar 

  • Hinduja, S., & Patchin, J. W. (2013). Social influences on cyberbullying behaviors among middle and high school students. Journal of Youth and Adolescence, 42(5), 711–722. https://doi.org/10.1007/s10964-012-9902-

    Article  Google Scholar 

  • Jones, A., & Bissell, C. (2011). The social construction of educational technology through the use of authentic software tools. Research in Learning Technology. https://doi.org/10.3402/rlt.v19i3.17116

    Article  Google Scholar 

  • Katz, A. (2016). Making your secondary school E-safe: Whole school cyberbullying and E-safety strategies for meeting ofsted requirements. Jessica Kingsley Publishers.

    Google Scholar 

  • Klebl, M. (2008). Explicating the shaping of educational technology: Social construction of technology in the field of ICT in education. Readings in Education and Technology: Proceedings of ICICTE, 2008, 278–289.

    Google Scholar 

  • Livingstone, S., & Palmer, T. (2012). Identifying vulnerable children online and what strategies can help them. UK Safer Internet Centre.

    Google Scholar 

  • Lorenz, B., Kikkas, K., Sõmer, T., & Laugasson, E. (2019). Cybersecurity within the curricula of informatics: The Estonian perspective. In S. Pozdniakov & V. Dagienė (Eds.), Informatics in schools. New ideas in school informatics (Vol. 11913, pp. 159–171). Estonia: Springer.

    Chapter  Google Scholar 

  • Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and technology 2013 (pp. 1–19). Pew Internet & American Life Project.

    Google Scholar 

  • Mandina, S. (2015). Integrating ICTs into the environmental science primary school classroom in Chegutu district, Zimbabwe: Problems and solutions. European Journal of Science and Mathematics Education, 3(1), 90–96.

    Google Scholar 

  • Matyokurehwa, K., Rudhumbu, N., Gombiro, C., & Mlambo, C. (2020). Cybersecurity awareness in Zimbabwean universities: Perspectives from the students. Security and Privacy, 2020, 1–11.

    Google Scholar 

  • Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, Califonia 9132: SAGE Publications.

  • Ncube, A. C., & Tshabalala, T. (2016). An investigation into the challenges faced by secondary school teachers in integrating internet into the teaching and learning process in Zimbabwe: A case study of Harare Province. Nova Journal of Humanities and Social Sciences, 3(3), 1–21.

    Google Scholar 

  • Ndhlovu, F. (2006). Gramsci, doke and the marginalisation of the Ndebele language in Zimbabwe. Journal of Multilingual and Multicultural Development, 27(4), 305–318.

    Article  Google Scholar 

  • Ngara, R. (2019). Barriers to the use of ICT by students on teaching practice: Student teacher and lecturer input. Zimbabwe Journal of Educational Research, 31(1), 1–12.

    Google Scholar 

  • Ngwenya, B., & Pelser, T. (2018). Competencies, attitudes, acceptance and their impact on ICT diffusion in educational institutions in Bulawayo, Zimbabwe. Progressio, 40(1), 1–19.

    Google Scholar 

  • Oates, B. J. (2007). Researching information systems and computing. Sage Publications India Pvt Limited.

    Google Scholar 

  • Patchin, J. W., & Hinduja, S. (2018). Deterring teen bullying: Assessing the impact of perceived punishment from police, schools, and parents. Youth Violence and Juvenile Justice, 16(2), 190–207.

    Article  Google Scholar 

  • Selwyn, N. (2013). Education in a digital world: global perspectives on technology and education. Routledge.

    Google Scholar 

  • Shillair, R., Cotten, S. R., Tsai, H.-Y.S., Alhabash, S., LaRose, R., & Rifon, N. J. (2015). Online safety begins with you and me: Convincing internet users to protect themselves. Computers in Human Behavior, 48, 199–207.

    Article  Google Scholar 

  • Šimandl, V., & Vaníček, J. (2017). Influences on ICT teachers knowledge and routines in a technical e-safety context. Telematics and Informatics, 34(8), 1488–1502.

    Article  Google Scholar 

  • Tennakoon, H., Saridakis, G., & Mohammed, A.-M. (2018). Child online safety and parental intervention: A study of Sri Lankan internet users. Information Technology & People, 31(3), 770–790.

    Article  Google Scholar 

  • Tomczyk, Ł, & Kopecký, K. (2016). Children and youth safety on the Internet: Experiences from Czech Republic and Poland. Telematics and Informatics, 33(3), 822–833.

    Article  Google Scholar 

  • Tsokota, T., Mahlangu, G., Rebanowako, T. G., & Furusa, S. S. (2017). Can the social construction of technology be used to explain the perception of social media in Zimbabwe? Paper presented at the 11th Zimbabwe International Research Symposium, Harare, 16–17. Research Council of Zimbabwe.

    Google Scholar 

  • Whitty, M. T. (2020). Is there a scam for everyone? Psychologically profiling cyberscam victims. European Journal on Criminal Policy and Research, 26(3), 399–409.

    Article  Google Scholar 

Download references

Acknowledgements

I thank the anonymous reviewers for their helpful comments

Funding

No outside funding was used to support this work.

Author information

Authors and Affiliations

Authors

Contributions

All authors read and approved the final manuscript.

Corresponding author

Correspondence to Theo Tsokota.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Moyo, A., Tsokota, T., Ruvinga, C. et al. An E-safety Framework for Secondary Schools in Zimbabwe. Tech Know Learn 27, 1133–1153 (2022). https://doi.org/10.1007/s10758-021-09545-y

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10758-021-09545-y

Keyword