THE EFFECTIVENESS OF A LIFE SKILLS PROGRAM ON PREVENTING CYBER SEXUALHARASSMENT AMONG SECONDARY SCHOOL STUDENTS

Abstract

Abstract

This study aimed to develop and evaluate the effectiveness of a life skills training program to prevent cyber sexual harassment among secondary school students. Grounded in Kolb’s Experiential Learning Theory, the program integrated digital safety, emotional regulation, and media literacy to strengthen students’ competencies. A one-group pretest-posttest design was used with 35 Grade 9 students in southern Thailand. The intervention spanned four weeks, with two sessions per week, each lasting one hour. Two research instruments were utilized: (1) a validated Cyber Sexual Harassment Prevention Competency Scale assessing knowledge, skills, and attitudes (Cronbach’s alpha = .909), and (2) an interactive training program incorporating real-life scenarios, discussions, and role-play. Data were collected before and after the intervention and analyzed using paired sample t-tests. The results showed statistically significant improvements in students’ knowledge, skills, and attitudes (p < .05), indicating the program’s effectiveness in promoting digital resilience. This interdisciplinary approach demonstrates how psychosocial education, experiential learning, and digital ethics can be integrated into adolescent learning. The findings offer implications for broader STEM and physics education, suggesting that life skills programs can support ethical digital behavior and personal safety in technology-based environments, contributing to holistic student development in the digital age.