Презентации и видео 2025

In studies of screen text perception, insufficient attention is paid to the perceptual component of reading. The aim of the study was to examine the relationship between the perceptual and semantic components of the perception of paired combinations of words in the Russian language during “digital reading” (reading from the screen). Paired combinations of words and pseudo-words (words with similar or sharply different spelling of a single letter) were presented on the screen with exposures of 0.3 seconds, 0.9 seconds and 1.45 seconds. The sample consisted of 15 people aged 19 to 35 years. Limiting the time of reading words on the screen and/or distorting the letter composition of the word led to a discrepancy between the perceptual and semantic components of the perception of the text on the screen. As a result, reading words became based on fragmentary distinction of their letter composition ("word superiority effect"), which increased the speed of reading. However, this way of reading can lead to spelling illiteracy of the reader. In addition, the fragmentary perception of text, characteristic of “digital reading”, is one of the reasons for the formation of clip thinking. Limiting the duration of the perceptual-semantic act by reducing the time of presentation of the text on the screen, or by scrolling or skimming the text can provoke spelling illiteracy and/or clip semantic perception of what is read. It can also be assumed that the transition from analog to digital perception of text can lead to a kind of continuum of cognitive consequences, at one pole of which is semantic dyslexia, and at the other – clip thinking.

Research on attitudes towards digital technologies is important in the study on the features of "digital generation". However, possible differences among representatives of this generation with different experiences of using digital educational technologies (DET), remain insufficiently studied. The present study purpose was to compare attitudes towards digital educational technologies (AtDET) in relation to academic motivation among students who have just entered the university and those who have been studying at the university for 2.5 - 3.5 years. The study involved 338 first-year students aged 16 to 18 (M = 17.85 years) and 267 third- and fourth-year students aged 20 to 23 (M = 20.60 years) studying full-time at Russian universities. The Attitudes towards DETs Scale for University Students based on the Tripartite Model of Attitudes and The Academic Motivation Scales based on Deci and Ryan's Self-Determination Theory were used for measurements. The results showed that there are no significant differences in the AtDET total indicator between the studied groups, however, first-year students have higher scores for the emotional component of AtDET and lower scores for the behavioral component of AtDET than 3-4 year students. At the same time, first-year students have higher scores on the scales of Intrinsic cognition motivation, Personal growth motivation and Motivation for self-respect. Correlation analysis showed a similarity in the associations between the AtDET indicators and the academic motivation scales. In both groups, positive correlations are between the AtDET indicators with all scales of intrinsic motivation (Intrinsic cognition, Achievement, and Personal growth) and one scale of extrinsic motivation (Motivation for self-respect), as well as negative correlations are between the AtDET indicators and Amotivation scale. Based on this findings, recommendations will be developed to improve the psychological support for students in the digital educational environment of universities, taking into account their age and year of study.

The conference report presents the results of the project “The Influence of Digital Activity on the Development of Cognitive Functions in Preschool Age”. The study was conducted from February to May 2024 with the participation of 88 children from preparatory groups of kindergartens in Moscow. The following methods were used: the “Dimensional Change Card Sort” method (P.D. Zelazo), the “Memorizing 10 Words” method (A.R. Luria), and the “Raven’s Coloured Progressive Matrices”. It was proven that the digital versions of the games “Dobble” and “Tangram” have a greater positive impact on the development of auditory short-term and long-term memory than the traditional board versions. Girls demonstrated better reproduction scores on the auditory memory test compared to boys. Additionally, a direct link was found between abstract intelligence and the level of development of cognitive flexibility.

The COVID-19 pandemic was associated with significant increases in young children's exposure to digital media. This raised concerns regarding its impact on healthy child development. Although many researchers have highlighted the risks of excessive screen time, few studies have examined how parents perceive and manage their children's screen use in this context. In this study, we first aim to deepen understanding of the circumstances surrounding screen use, including its purposes, influences, and content types. Second, we aim to investigate factors contributing to increased screen time. Finally, it explores parental strategies and household rules regarding screen use. Using qualitative data from a prospective cohort of Canadian preschool-aged children (mean age = 4.5, N = 326), we analyzed parent-reported data collected during the first wave of the pandemic and the post-pandemic period. A reflexive thematic analysis was conducted using NVivo to code participants' responses. Preliminary findings indicate a shift in screen use from emergency-based reliance in Wave 1 to more structured and balanced integration in Wave 2. During Wave 1, parents reported increased screen time as a necessity for managing work and home life, leading to feelings of guilt but also fostering positive family bonding. By Wave 2, parents described screens as tools for relaxation, behavioral management, entertainment, and education, supporting a more balanced approach between screen use and physical activities, recreational engagements, and social interactions. Additional factors, such as weather and older siblings, contributed to increased screen time in both waves. Moreover, notable sex differences emerged in screen interactions: boys exhibited more behavioral challenges related to screen time, whereas girls often associated screen use with relaxation and social engagement. Overall, findings suggest that parents have adopted a more accepting attitude toward screen use, recognizing its benefits while striving to maintain balance with other activities. This presents challenges as children transition to a post-COVID context. These findings underscore the need for clear guidelines and evidence-informed strategies to support parents in managing screen time for young children.

Assessment of the risk of antisocial behavior and its various forms is a central part of the process of implementing both youth and social policy. The challenge of risk assessment involves several aspects, including the operationalization of methods for identifying key indicators of different types of antisocial behaviors. The aim of this study is to examine various tools used in different countries around the world for assessing socio-perceptual and behavioral risks associated with youth aggression. The research methods include a comparative analysis of tools for assessing the risk of youth deviance. Main results. Based on the analysis of various techniques for assessing the risk of deviation, it can be concluded that the main indicators used can be divided into two main categories: socio-perceptual risk indicators and behavioral risk indicators. The first category includes an assessment of indicators such as the perception of parental and family communication patterns, an evaluation of the acceptability of deviant behavior within the family, a sense of general security, the permissibility of group peer illegal activity, and attitudes toward police officers. The second category encompasses indicators such as experiences of being a victim of aggression and violence, experiences of discrimination, and weapon possession. A team led by Academician of the Russian Academy of Education A.A. Rean has developed an index of positivity in the perception of a social group (Rean and Shagalov, 2022). This index was developed using the "80 Adjectives" methodology, which evaluates the specific descriptors (positive, negative, or neutral) used to describe various social groups. Conclusion. Thus, socio-perceptual parameters for assessing the risk of antisocial behavior are widely used in various instruments in world practice.

Relevance: Approximately 80% of adolescents worldwide do not meet recommendations for physical activity, raising health concerns. Influenced by family lifestyle and parenting, childhood habits originate and become habitual from birth onward, representing a protective or risk factor for healthy development. However, there is little compelling longitudinal evidence about behavioural persistence through to adolescence. Purpose of the study: Spanning over a decade, this population-based prospective-longitudinal birth cohort study examines associations between typical activities in toddlerhood and later active lifestyle. Research methods and sample: Participants are boys and girls born between 1997/1998 from the Quebec Longitudinal Study of Child Development. Linear regression analyses examined associations between parent-reported daily movement behaviours (active leisure, screen time, and sleep) at age 2.5 years and parent-reported extracurricular sport participation trajectories from ages 6 to 10 years as well as self-reported indicators of an active lifestyle (outdoor play and leisure physical activity level) at age 12 years, while adjusting for pre-existing individual and family factors. Main results: Adjusted results revealed associations between distinct movement behaviours and future active lifestyle indicators for boys and girls. For boys, regulated screen time was associated with greater chances of consistently participating in sport (B = 0.10, p <0.05), even after accounting for adherence to other lifestyle features. Combined daily movement behaviours in early childhood predicted more subsequent time spent playing outdoors for boys (B = 0.15, p <0.001) and girls (B = 0.11, p < 0.01) as well as higher levels of leisure physical activity for girls (B = 0.13, p < 0.001) a decade later. Conclusion: Early family participation in active leisure with toddlers and limitations on screen use forecasted more active lifestyle habits up to early adolescence. Parental awareness and monitoring of movement guidelines foster healthy growth and development trajectories, thus promoting long-term wellness.

Relevance. Digitalization of preschool education for children with disabilities is in demand by society, but there are no clear criteria for the development and selection of digital tools. This leads to a variety of products of varying quality. Scientific development of such criteria will improve the effectiveness of inclusive education and reveal the potential of new technologies. Objective of the study: analyzing existing types of digital educational products for preschoolers with disabilities and comparing them with the special educational needs of children, regulations and pedagogical recommendations for training to identify requirements for the development of didactic content and technological characteristics of digital products. Research methods and sample: analysis of regulatory documents and methodological literature, including information on the content and organization of the educational process for preschoolers with disabilities; study of data from technical methodological literature touching on issues of designing game mechanics; drawing up a protocol for studying digital tools and methodological materials for them; analysis of 143 digital educational tools developed for children with disabilities. Main results. The analysis of standards revealed the criteria of hygiene and compliance with programs for digital tools of preschool education. Methodological literature added pedagogical requirements, technical literature added parameters of accessibility and content structure. Of the 42 assessed tools, only 8 meet all the requirements, showing the gap between the needs of education and real practice. Conclusion. At the current stage of development of the digital educational space, there is a shortage of products, the quality of which allows realizing the potential of the digital form of education of preschoolers with disabilities. The organization of the digital didactic space taking into account the relevant technical and pedagogical requirements will allow consolidating and modifying the child's practical experience, developing the symbolic function of thinking, preparing children for the next stage of education and for life in the modern world. In this regard, this study needs to be continued to formulate detailed requirements for the development and selection of digital products.

L.S. Vygotsky associates the development of higher mental functions (HMF) with an individual’s mastery of their own behaviour as the highest level of development. Two lines in the development of HMF was stated: physiological and cultural. Thus, analyzing the formation of specific physiological functions presumably indicates the development of certain HMF. Since the visual perception system includes visual memory, attention, and hand-eye coordination, we hypothesize that parameters related to eye movements may reflect the level of development of such HMF as visual-spatial memory and visual attention. The aim of the paper was to show, that visuo-spatial memory and visual attention can be reflected by oculomotor reactions. Forty-seven healthy children from preschool classes took part in our study: 23 females (6,76±0,32 y.o.) and 24 males (6,74±0,31 y.o.). The visuo-spatial working memory and attention were assessed with Russian version of subtest called Memory for designs (MfD, NEPSY-II). Participants remembered the content and location of each graphical picture in 10 seconds.The procedure included four experimental tasks. Eye movements were recorded with the infrared video-recorded eye-tracker Pupil Labs Invisible (Pupil Labs GmbH). Children with higher levels of spatial score made more fixations (p < 0.01). Oculomotor reactions in relation to one stimulus gradually decreased from the first to the fourth task (0,001 < p < 0,01). The present study showed a close connection between visuo-spatial memory and oculomotor control in preschool children with different levels of spatial memory. Our results shows that mental functions are reflected by oculomotor reactions and emphasize the spreading distribution of attention on the stimulus material in accordance with the increase in the number of stimuli from the first to the fourth task. Therefore, the application of eye-tracking systems is important in assessing the state of higher mental functions and the entire network.

Today, the problem of interaction among children is becoming increasingly relevant. Particularly, we can highlight the preschool age, which is a kind of "base" for preparing an individual for life in society. Based on theoretical issues and requests of parents, the author compiled and implemented the Summer Program "You are my friend - I am your friend" on the basis of the Multifunctional Clinic "Sanitas" of Koltsovo, Novosibirsk Region. The goal of the program was the formation and development of communication skills of the participants of the summer program. The program included establishing the rules of the group, games for getting to know each other and relieving tension in the group, exercises to identify the position of the participants in the group (leader, organizer, performer) and team building, effective interaction and formation, development of communication skills. Also, from the middle of the week, the participants were offered to act out scenes on a given topic. Every day they participated in street games (tag, dodgeball, role-playing games, etc.), board games (Tower, Memo, Try, Repeat, etc.), each day ended with a circle of feelings, where the participants learned to reflect and express their feelings and emotions. As a result of the program implementation, active communication with each other, participation in games and exercises, joint interaction were noted. They discuss their feelings and emotions, share their opinions, and the level of aggression and conflict has decreased. The difficulties in developing communication skills in older preschoolers are a pressing problem in modern society. Mastering communication skills by older preschoolers allows future schoolchildren to prepare for interaction with peers, older or younger children, and adults. The implementation of the summer program once again confirmed the benefits of the game for the formation and development of verbal and non-verbal communication skills.

What risks does a person face when immersed in digital communication? Along with the enormous opportunities: online learning, accessibility of information resources, exchange of creative ideas, and communication based on interests, - opening up for any inhabitant of the earth, a person is not protected from the risks of digital reality at the biological, psychological and social levels. The most dangerous are dependencies on a person's immersion in computer and game communication, illusions of superpower, loss of ethnocultural and religious identity as the basis of self-awareness, violation of the boundaries of private and public space, the attractiveness of negative and false information, marginal forms of behavior, and insecurity of personal data. There is also a dominance of visual forms of information presentation without analyzing the significance of this information in a person's life. As a result, a person falls into the trap of permissiveness, which manifests itself in a craving for forbidden, secret knowledge, secret materials and sacred and infernal artifacts.

To analyze the mediating role of the family in children's digital experiences, identifying effective strategies to mitigate online risks and promote healthy and responsible digital development. A systematic review of existing scientific literature on parental mediation in the context of children's technology use was conducted. Empirical studies addressing different approaches to family mediation were reviewed, including active supervision, digital education (digital literacy), open communication, and the establishment of clear rules and limits regarding access to and use of digital devices and platforms. The literature search focused on articles published in reputable scientific databases, using keywords such as "parental mediation," "internet use in children," "online risks in childhood," "children's digital safety," and "digital literacy."The literature review revealed a strong correlation between active and positive parental mediation and a decrease in exposure to online risks. Studies indicate that parental supervision, combined with open and honest family communication about the risks and benefits of the digital world, is crucial to protect children from cyberbullying, internet addiction, and access to inappropriate content. It was evident that the participation of parents in their children's online activities, not only as supervisors but also as active participants, fosters healthy digital development and the acquisition of digital skills. Furthermore, establishing clear limits and rules, agreed upon by parents and children, contributes to a more responsible use of technology.Parental mediation plays a fundamental role in children's digital experiences. Active mediation, based on open communication, responsible supervision, and digital education, is essential to minimize the inherent risks of technology use and maximize its educational and social benefits. It is recommended that parents adopt a proactive role, engaging in their children's digital world, setting clear limits, promoting communication, and providing the necessary education to navigate the digital environment safely and responsibly. Future studies could focus on developing and evaluating specific interventions

The issue of introducing robotics into the educational process, starting from preschool age and further on at each level of education, is becoming more significant and relevant. However, the organization and conduct of such classes with children in kindergarten requires appropriate professional training of teachers with competencies in the field of theoretical foundations of visual programming and educational robotics, as well as methods of organizing children's education in this direction. The relevance of studying visual programming and educational robotics in professional education in pedagogical specialties of higher education has a connection with scientific and practical research in Belarus. In order to minimize the negative factors identified as a result of the search for ways to improve the quality of pedagogical education and increase the prestige of the teaching profession, the task was set to actualize the content of specialized competencies of students studying in pedagogical specialties in the curricula of a higher education institution. Organizations - customers of personnel, as well as partner institutions according to the results of surveys, questionnaires, interviews (interviews) added their touches to the portrait of a modern specialist with higher pedagogical education and announced the main personnel problem - low professional motivation of pedagogical staff of educational institutions after working in the status of a young specialist in further consolidation at the first workplace. The results of the research work of Baranovichi State University, aimed at finding actual directions of development of pedagogical specialties in order to ensure high quality of higher education, substantiate the choice of the profile “Visual programming and educational robotics” for pedagogical specialties of higher education from the position of children, their parents, applicants, students, young specialists and their employers.

Relevance. Problematic smartphone use, which is a widespread phenomenon in adolescents and young adults, is supported by metacognitions that play a crucial role in coping and provide control over thoughts related to problem behavior. Studies have shown that coping with problem behavior is mediated by the degree of engagement in metacognition, which in turn is correlated with thinking style characteristics. However, to date, there is a dearth of data on how thinking styles are interrelated with metacognitions in relation to problematic smartphone use and how these relationships change with ontogenetically determined cognitive and metacognitive maturation. Purpose of the study: to examine the contribution of style features of thinking to metacognitions in relation to problematic smartphone use (based on samples of high school and university students). Research methods and sample. The empirical data were collected using the methods “Metacognitions in relation to the problematic use of a smartphone” (S. Casale, L. Caponi, G. Fioravanti, adapted by V.N. Panferov, I.A. Gorkova, A.V. Miklyaeva) and “Thinking styles” (A.K. Belousov). The sample consisted of 284 students of 9-11 grades of general education schools and 350 university students. Main results. Regression analysis (method of stepwise inclusion of variables) did not reveal significant predictors for positive metacognitions regarding problematic smartphone use in the sample of high school students; for negative metacognitions regarding problematic smartphone use, the indicator of practical thinking style turned out to be a significant negative predictor (b=-0.18 at p<0.01). In the sample of students, proactive (b=-0.14 at p<0.01) and practical (b=-0.17 at p<0.01) thinking styles were significant negative predictors of positive metacognitions in relation to problematic smartphone use; for negative metacognitions, critical thinking style (b=-0.19 at p<0.001). Conclusion. The results suggest that as the cognitive domain matures, metacognitions regarding problematic smartphone use become more integrated with the characteristics of thinking styles, with the practical style making the most significant contribution to assessing the consequences of smartphone use at the initial stages of metacognitive potential formation, and then the role of the initiative and critical thinking styles consistently increases.Main results. Regression analysis (method of stepwise inclusion of variables) did not reveal significant predictors for positive metacognitions regarding problematic smartphone use in the sample of high school students; for negative metacognitions regarding problematic smartphone use, the indicator of practical thinking style turned out to be a significant negative predictor (b=-0.18 at p&lt;0.01). In the sample of students, proactive (b=-0.14 at p&lt;0.01) and practical (b=-0.17 at p&lt;0.01) thinking styles were significant negative predictors of positive metacognitions in relation to problematic smartphone use; for negative metacognitions, critical thinking style (b=-0.19 at p&lt;0.001). Conclusion. The results suggest that as the cognitive domain matures, metacognitions regarding problematic smartphone use become more integrated with the characteristics of thinking styles, with the practical style making the most significant contribution to assessing the consequences of smartphone use at the initial stages of metacognitive potential formation, and then the role of the initiative and critical thinking styles consistently increases.

Digital technologies and social networks are becoming increasingly integrated into the life of a modern family, and parents are tasked with introducing their children to the Internet space, teaching them safety precautions, and initially supporting their user activity. In order to study parental mediation strategies and related parental perceptions, 24 semi-structured interviews were conducted with parents of children of the corresponding age groups on a sample of Russian parents of primary school children and early adolescents. The interviews touched on the topics of children's autonomy in the use of electronic devices, as well as the practices of its support and control among modern parents. Based on how parents perceive the behavior and vulnerabilities of their children, the types of "child image" are described. Parents take into account various types of child vulnerabilities in their digital mediation practices; these practices vary depending on the child's age. "Moral panic" in connection with modern children's immersion in the Internet is weakly reflected in parents' statements. Theoretically substantiated types of parental mediation of the use of electronic devices are empirically identified: active, limiting, shared use, monitoring, and technical control. Mediation-punishment and involvement in other activities as an alternative to online activity are also described. A conclusion is made about the need to expand the theoretical model of parental mediation of a child's interaction with electronic devices due to characteristics associated with parents' ideas about their own child and the digital space in general, the transition from understanding electronic devices through the dichotomy of "blessings or curses" to a more complex representation.

Eye tracking technology has gained increasing attention in the neuropsychological assessment of children due to its capacity to provide objective, real-time insights into cognitive and neural processes. Unlike traditional assessment tools that rely heavily on verbal or motor responses, eye tracking captures subtle visual attention patterns through metrics such as fixation duration, saccadic movements, and gaze trajectories. This makes it especially valuable for evaluating children who have limited communication abilities, developmental delays, or neurological conditions. In neuropsychological contexts, eye tracking has proven effective in assessing a range of cognitive functions, including attention, executive functioning, language processing, and social cognition. For example, children with autism spectrum disorder (ASD) often show atypical gaze patterns when viewing social stimuli, while those with attention-deficit/hyperactivity disorder (ADHD) may exhibit reduced fixation and increased distractibility. Similarly, reading difficulties such as dyslexia can be detected through abnormal saccadic patterns and prolonged fixations during reading tasks. These data not only support diagnosis but also inform tailored intervention strategies. The use of eye tracking also facilitates early identification and longitudinal monitoring of developmental disorders. Its integration into digital interfaces, including games and interactive tasks, increases engagement and enhances ecological validity. Moreover, combining eye tracking with traditional assessments can improve diagnostic precision and reduce biases related to subjective observation. Despite its promise, several limitations exist. High costs, the need for specialized training, and the absence of standardized developmental norms can restrict its widespread clinical application. However, as the technology becomes more affordable and accessible, its role in pediatric neuropsychology is likely to expand. In conclusion, eye tracking offers a powerful, non-invasive method for assessing cognitive and perceptual functions in children. By complementing existing neuropsychological tools, it holds significant potential to improve early diagnosis, personalize interventions, and monitor developmental outcomes more effectively.

Relevance: The problematic use of video games in adolescents is increasing due to technological advances and to the fact that their characteristics allow satisfying the needs of this evolutionary stage. Among the negative consequences of this addiction are affectations to academic performance. The present research work was carried out with the objective of characterizing the use of video games and their relationship with academic performance in a sample of Cuban adolescents. Methods: A quantitative paradigm and a transversal non-experimental design (ex-post-facto) were assumed for the realization of the study. A stratified probabilistic sample was used consisting of 460 adolescents who were randomly selected, belonging to the secondary education levels in the municipality of Trinidad. The SPSS v.25.0 statistical package was used for data processing. Descriptive statistics were used based on frequency analysis, correlation analysis and group comparison tests. Results:The predominance of a recreational pattern in the use of video games was found. As the indicators of dependence on video games increase, academic performance decreases. There was evidence of higher indicators of addictive risk in female participants. The study allowed characterizing the use of video games and their relationship with academic performance in the sample studied.

In contemporary society, social media represents a fundamental social and subjective dimension in the lives of adolescents. Digital interactions possess specific characteristics that significantly influence relationships and daily routines. In this context, in which childhood has become increasingly shaped by technology use, communication between parents and adolescents emerges as a significant challenge for contemporary families, raising questions about the limits of such use, the nature of the content accessed, and its impact on mental health. This study aims to discuss the relationships between technology, adolescence, and family communication, using the series “Adolescence” as a clinical case. The material is analyzed through the lens of psychoanalysis and current studies on technology and adolescence. The series' narrative allows us to reflect on the communication challenges that emerge when adolescent experiences are mediated by technologies with which adults are not always familiar. From this narrative and the broader literature on the subject, it becomes evident that digital platforms play an ambivalent role in adolescents' daily lives: while they facilitate peer socialization and experience-sharing, they also contribute to communicational noise and the weakening of affective bonds within the family context. These dynamics highlight the need for renewed forms of intergenerational communication and attuned listening. Considering this context and the series’ outcome, it becomes essential for families to engage in dialogue and establish agreements with their children regarding technology use. When used appropriately, technology can enhance individual expression and contribute to the strengthening of affective ties. Therefore, reflecting on the uses of technology and its effects on interpersonal bonding proves crucial to understanding parent-child relationships in contemporary society.

The rapid adoption of Generative AI (GenAI) tools like ChatGPT in schools has raised concerns about adolescents/teenagers relying too much on these technologies to complete their assignments. This reliance can hold back the development of cognitive skills, such as independent, creative, and critical thinking. Studies show that overreliance on AI can also reduce students' ability to engage in deep learning and problem-solving. This can limit students’ chances to grow and develop intellectually as should. To tackle these issues, educators need to rethink traditional ways of assessment and create new methods that either prevent overreliance on AI or use AI in ways that support skill-building. Approaches like alternative and authentic assessments can motivate students to engage more deeply with the subject and develop their thinking skills. Also, teaching AI literacy in schools can help students understand AI’s limits and ethical concerns, promoting a more balanced and thoughtful use of these tools. This presentation will assess the risks of GenAI on teenagers’ cognitive and higher-order thinking skills (HOTS). It will also highlight educators’ role in addressing these risks through the creation of assessments that enhance students’ skills development and contribute to ensuring academic integrity and quality standard, while sustaining teaching and learning excellence.

Relevance: The increasing exposure of young children to digital environments raises concerns about online risks, such as inappropriate content, cyberbullying, and privacy violations. For future special education professionals, understanding these risks and their prevention is crucial to safeguarding vulnerable children, including those with disabilities. Objective of the Study: This research aimed to analyze the inclusion of digital risk prevention in early childhood within the curriculum of the Bachelor’s Degree in Special Education, evaluating its importance and pedagogical approaches. Research Methods and Sample: A mixed-methods design was used, combining document analysis of university syllabi and surveys with 12 professors and 14 students from the Bachelor's degree in Special Education program at Ciego de Avila's University Maximo Gomez Baez. Qualitative data were thematically analyzed, while quantitative responses were processed descriptively. Results: Findings revealed that only 30% of the programs included explicit content on digital risks for early childhood. Participants recognized the need for more training, particularly in adaptive strategies for children with disabilities. Practical workshops and case studies were identified as effective teaching methods. Conclusion: The study highlights a gap in the preparation of special education professionals regarding digital risk prevention. Integrating this content into curricula is essential to equip future educators with the skills to protect and guide young children in digital contexts. Further research should explore specific pedagogical strategies tailored to diverse learning needs.

The "Student Cyber Helper" program emerged as an evolution of the Student Helper program, which was launched at the Compañía de María school in Zaragoza in 2024. This program responded to the current need to equip our students and prepare them for current challenges, in accordance with the guidelines defined by UNESCO in its document Key Drivers of Curricula Change in the 21st Century. The main topics are responsible internet use, prevention of problems related to the digital environment, and mental health, covering the technological challenges that allow us to develop key competencies related to the Sustainable Development Goals (SDGs). The objetive is to promote coexistence and prosocial values through the development of attitudes and skills that improve coexistence in digital environments. Participatory and action-based techniques were used as a methodology through interactive workshops in which students develop socio-emotional and digital skills. The participants were 20 students between 2nd and 4th year of Secondary Education. Collaborative learning is promoted through practical activities and discussions. Resources such as case simulations and analysis of real-life situations are used. The workshop topics were: Footprint, Digital Identity and Netiquette, Sexting and Fishing, Fake News, Infoxication and Addictions, and Grooming (5 workshops,1:30 hours per workshop). The following learning outcomes for students following the training were evident: 1. Proactive participation on social media, through the analysis and evaluation of offensive situations, with possible mediation intervention. 2. Greater appreciation is placed on the importance of emotional support for vulnerable students, through mentoring and raising awareness about privacy and cybersecurity. 3. Improvement in discerning between appropriate and inappropriate behavior in online interactions. The program promotes significant strengthening of our students' socio-emotional and digital skills. We observe an improvement in coexistence in digital environments and greater awareness of responsible internet use.