SİBER GÜVENLİK VE VERİ GİZLİLİĞİ: DİJİTAL DÜNYADA ÖĞRENCİLERİN BİLİNÇALTI KORKULARININ İNCELENMESİ-FENOMENOLOJİK ANALİZ

This study aims to explore students\\\' subconscious fears of the digital world through the lens of Husserl\\\'s phenomenological approach. Using a qualitative research design, semi-structured interviews, reflective diaries and focus group discussions were conducted with a diverse group of 35 Students and 12 educators from different socio-economic and cultural backgrounds. Data were analysed using phenomenological reduction, thematically coded and categorised into recurring themes and patterns. Findings reveal that students have significant concerns about digital safety, privacy, cyberbullying and digital addiction, which impact their psychological well-being and educational experiences. Educators expressed similar concerns about students\\\' digital safety and its impact on classroom dynamics. By using epoché and bracketing techniques, the researchers minimised bias and ensured authenticity and depth of analysis. This research underlines the need for educational policies that address digital security and privacy, including comprehensive digital literacy programmes. Phenomenological insights highlight the importance of empathetic and supportive science education strategies that address the psychological needs of students navigating the digital environment. The findings contribute to a better understanding of the psychological dimensions of digital interaction, and provide insights for educators.