Safeguarding Children in the Digital Age: An Award for Educators | Malta Foundation for the Wellbeing of Society

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Title: Safeguarding Children in the Digital Age: An Award for Educators

MQF/EQF: 7
ECTS: 3

Mode of Delivery: Face-to-face lectures, including presentations, workshops, discussions, reflections, collaborative/co-operative work and academic readings.

Programme Duration: 4 months

Languages of Instruction: Maltese, English

Accreditation Category: Further education course/programme

Course Description

This course is designed to equip educators mainly teachers with the knowledge and practical skills necessary to protect children from online harms. With the ever-increasing use of technology in children’s education and social lives, it is critical for educators to recognise the potential risks that children face online and know how to respond appropriately.

The course will cover a range of topics, including the different forms of abuse children may encounter, both offline and online, from adults and children and how these issues are interlinked. Participants will be introduced to the broad spectrum of online harms, including cyberbullying, online grooming, sexual exploitation, and exposure to inappropriate content. They will learn to identify the various ways that children’s online behaviours and interactions can be influenced or manipulated, and how these risks can overlap with offline abuse such as child on child abuse, domestic violence or child sexual exploitation.

In many cases, online abuse is facilitated by adults or other children using digital platforms to exploit vulnerable children, making it crucial for teachers to recognise the red flags of such behaviours. Participants will delve into best practices for identifying the signs of online abuse for example how children may exhibit behavioural, emotional, or academic changes that could signal they are being harmed online or are spending excessive time online. Specific focus will be given to recognising the signs of sexual abuse and child sexual exploitation that may occur or be facilitated via online interactions, as well as how domestic abuse can affect children’s online behaviour.

Educators and teachers will be encouraged to assess the impact of online harm not just on a child’s behaviour, but also on their emotional wellbeing and mental health. By understanding the various forms of abuse and exploitation that can occur online, teachers will be better prepared to spot early warning signs and intervene appropriately. Educators will also learn about the influence of peer pressure and social media culture on children, and how these factors can contribute to harm including online sexual harassment and sexting.

Further Information

The award will explore best practices for creating a safe and supportive classroom and school environment, where children feel empowered to share their online experiences without fear of judgment or revenge. Teachers will learn the importance of fostering open communication with students, making it clear that they can approach a trusted adult if they feel unsafe online. Teachers will also explore how to establish a digital safety curriculum, which includes guidelines for responsible internet use, understanding privacy settings, and recognising harmful content.

Additionally, educators will be provided with the necessary tools and resources to report online abuse and escalate concerns to relevant child protection services and authorities. This includes understanding school safeguarding policies and ensuring that there are appropriate channels for students to report issues anonymously. The course will cover how to collaborate with parents and guardians to ensure the protection of children outside the classroom, providing them with the knowledge they need to monitor their children’s online activities effectively.

Contact Hours: 15

Total Learning Hours: 75

Learning Outcomes

Learning outcomes

Learning outcomes for overall programme

a) Demonstrate an understanding of the key issues surrounding children’s online safety and how these concerns can impact children in and out of the school environment.

b) Determine the signs of online and offline abuse in children and understand how both types of harm can be linked.

c) Assess the role of educators in safeguarding children online and the significance of maintaining a proactive approach to online safety.

d) Initiate a culture of open communication and trust with students to help them feel safe to disclose online safety concerns.

e) Develop a practical response plan for handling online abuse cases, including reporting and escalating concerns.

f) Evaluate current digital safety practices within the school setting and identify areas for improvement in safeguarding policies and approaches.

Competences

Competences: Autonomy and Responsibility

a) Assess own behaviour in response to the evolving landscape of digital risks and modify teaching practices to prioritise child safety online.

b) Reflect on how colleagues, parents, and child protection professionals collaborate to safeguard children from online abuse.

c) Establish ways how students should be guided to understand online safety risks and how to protect themselves from potential harm on digital platforms.

d) Commence the implementation of online safety education in the curriculum through resources produced during the course and monitor its effectiveness in reducing risks.

e) Initiative communication pathways with parents and guardians on the best practices for monitoring their children’s online activities.

f) Comprehensively identify how to negotiate with technical support staff and school leadership to ensure the appropriate filtering and monitoring systems are in place to safeguard students online.

Knowledge

Knowledge and understanding:

a) Analyse the evolving landscape of online harms and how digital technology has introduced new risks to children.

b) Assess the potential signs of abuse, such as changes in behaviour, withdrawal, or sudden interest in technology, and recognise when these signals could indicate harm.

c) Identify the link between offline abuse, such as domestic abuse or child-on-child abuse, and how these issues can escalate or manifest through online channels.

d) Critique the key aspects of online sexual exploitation and how technology facilitates its occurrence.

e) Interpret the relevant sections of the education strategies and policies, especially in relation to online safety and child-on-child abuse.

f) Critically evaluate the effectiveness of monitoring and filtering systems in schools, considering the balance between safety and freedom for children to explore online.

Skills

· Module-specific learner skills

· Module-specific digital skills & competencies

Skills: applying knowledge and understanding:

a) Apply a range of communication strategies to encourage children to share concerns about their online safety and experience.

b) Demonstrate the ability to identify the various online risks and harms and provide appropriate responses in the classroom.

c) Establish and create a safe digital learning environment by integrating digital safety rules and cyberbullying prevention into everyday school activities.

d) Design and implement a school-wide online safety strategy that includes clear reporting protocols for children to follow when they encounter online abuse.

e) Develop appropriate safeguarding documentation for reporting and escalating online abuse incidents.

f) Communicate ways of solving basic problems related to online safety by developing practical solutions to protect children from harmful content on the internet and sharing them.

Module-specific learner skills

At the end of the module/ unit, the learner will be able to:

a) Demonstrate the ability to assess and evaluate the potential dangers associated with various online platforms, identifying age-specific risks based on children’s digital behaviour.

b) Establish ways of communicating effectively with students about their online presence, digital experiences, concerns, and any potential signs of abuse.

c) Develop and implement clear classroom guidelines for responsible online behaviour, promoting a culture of respect, privacy, and safety among students while encouraging safe online interactions.

d) Establish ways of promoting a school-wide digital safety policy that integrates practical strategies for preventing and responding to online harm.

e) Expand and analyse the connection between physical abuse and online harm, recognising how offline issues can be intensified through digital channels.

Module-specific digital skills and competencies

At the end of the module/ unit, the learner will be able to:

a) Apply content filtering systems to monitor students’ digital activities in school and prevent exposure to harmful content.

b) Demonstrate proficiency in using cyberbullying reporting systems and online abuse detection tools to safeguard children in digital spaces.

c) Develop age-appropriate online safety guidelines for students.

d) Design interactive digital resources (e.g., presentations, quizzes, videos) to teach students about online safety in an engaging and educational manner.

e) Critically evaluate how to communicate clearly with children about safe online practices using digital platforms.

Requirements

MQF Level 6, Participant students must be a qualified educator or working as a supply teacher in schools

Assessment Methods

Lesson plan focusing on child online safety – 45%
Assignment – 55%

Grading System

Pass mark: 45

Grading system as per below:

Mark Range	Grade
90%-100%	A+
80%-89%	A
75%-79%	B+
70%-74%	B
60%-69%	C+
55%-59%	C
50%-54%	D+
45%-49%	D
0%-44%	F

Reading List

Core Reading List

Phippen, Andy. Children’s Online Behaviour and Safety : Policy and Rights Challenges. 1st ed. 2017. London: Palgrave Macmillan UK, 2017. Web.
Snyman, Dirk P et al. “A Wolf, Hyena, and Fox Game to Raise Cybersecurity Awareness Among Pre-School Children.” Human Aspects of Information Security and Assurance. vol. 613. Switzerland: Springer International Publishing AG, 2021. 91–101.
Gushwa, Melinda, Jetta Bernier, and David Robinson. “Advancing Child Sexual Abuse Prevention in Schools: An Exploration of the Effectiveness of the Enough! Online Training Program for K-12 Teachers.” Journal of child sexual abuse 28.2 (2019): 144–159.

Supplementary Reading List

Heimann, Rudi, and Jürgen Fritzsche, eds. Violence Prevention in Education, School, and Club. Wiesbaden: Springer Fachmedien, 2022.
Opstad, H. “G353(P) Using the Socks Teaching Programme to Increase Awareness of Online Safety/Cyberbullying in Primary School Children. Socks: Stamp out Cyberbullying and Keep Safe.” Archives of disease in childhood 104.Suppl 2 (2019)

Registration and Fees

For registration or further information, please send an email on: info@mfws.gov.mt

Next intake dates: TBC (To be Confirmed)

Course Fees: TBC (To be Confirmed)

About the Awarding Body

The Malta Foundation for the Wellbeing of Society became a licensed higher education training institute in June 2024.

Licence Type: Further and Higher Education Institution

Licence Number: 2024-021

Location
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