ABSTRACT
The study presents the results of a test conducted on a tool designed to develop media and digital literacy – Mediálny gramotník (Media literacy tool) – among students aged 10 to 12 in the Slovak Republic. Experimentation is the main method applied. The experiment uses a broad scale of digital and media literacy inspired by Zhang & Zhu (2016) adapted to conditions in Slovakia. The Rosenberg self-esteem scale was also used in the experimental research, as it allows the level of the student’s self-respect to be ascertained. The research revealed that on the subscales of digital and media literacy (technical skills, critical understanding, creation and communication, ability to recognise inappropriate behaviour in cyberspace, parental mediation, self-esteem) the change between pre-test and post-test data was more significant in the experimental group than in the control group. At the same time, the change was statistically significant. The development of media and digital literacy plays a key role in the current media society. Through this development, it is possible to eliminate negative effects of online threats on students themselves.
KEY WORDS
Cyberaggression Prevention. Digital Literacy. Lower Secondary School. Media Literacy. Primary School.
DOI
https://doi.org/10.34135/mlar-26-01-06
The “Mediálny Gramotník” Intervention Programme as a Tool to Develop Media and Digital Literacy and as a Means of
Cyberaggression Prevention © 2026 by Kristína Bielčiková, Katarína Hollá, UCM Trnava is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.