STARS International University
81
Annotation:
The article deals with the need to protect primary school pupils against
the threat of harmful information, the negative effects of the information threat, and the
pedagogical conditions for prevention.
Key words:
information society, education, media violence, intellectual, risk, informa-
tion threat, the culture of information consumption, mental development.
As a result of the sharp development of media technologies in the world, tech-
no-ethics is becoming one of the main branches of scientific and practical research.
Information technology is causing significant changes in human lifestyle, education
and labor processes, family relationships, and the state’s interaction with civil soci-
ety. The intensity of public information, along with the positive aspects, requires the
protection of pupils from the effects of harmful information. Especially it is very es-
sential to protect the young generation from different forms of information attacks
and to develop a culture of information consumption among pupils.
A number of tendencies in the world require a radical change in various spheres
of human society, the security of information systems, and the introduction of in-
formation technology in the educational process. The capacity of information, and
the expanding technological capabilities of its storage, processing, and transmis-
sion create the basis for their use in all spheres of society. This, in turn, raises the
issue of ensuring the security of information systems in these areas, particularly
in the educational process. Therefore, special attention is paid to improving the
technology of protecting of pupils from the threat of harmful information, there-
by protecting pupils from various ideological influences and ensuring information
security.
In our country a state policy on the informatization of society has developed,
created a legal framework for the development of information resources, informa-
tion technology and information systems, as well as the implementation of the na-
tional information system, taking into account the principles of the modern world.
In our Republic the theoretical foundations of education, the conceptual basis
of the spiritual worldview, beliefs, culture of healthy living, the formation of ideo-
YOZIEVА UMIDA LUTFULLAYEVNA
Dotsent, (pedagogika fanlari bo‘yicha falsafa
doktori, magistratura bo‘limi boshlig‘i)
Qarshi davlat universiteti
«ADVANCED TECHNOLOGY OF
PROTECTION FROM HARMFUL
INFORMATION IN THE
TEACHING AND EDUCATIONAL
PROCESS (ON THE EXAMPLE
OF PRIMARY EDUCATION)»
https://doi.org/10.47689/STARS.univer-
s i t y - 5 - p p 7 9 - 8 3
«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
82
logical immunity, and the development of a culture of information consumption
in pupils were studied by S.Nishonova, U.Aleuov, U.Mahkamov, O.Musurmonova,
B.Adizov, D.Sharipova, Sh.Sharipov, M.Kuronov, M.Bekmurodov, Q.Kuronboev, O.
Jamoliddinova, B.Khodjaev, T Utebaev, Z.Kurbaniyozova, Z.Kasimova.
A.Abdukodirov, E.Gaziev, V.Karimova, Sh.Pakhrutdinov, Sh.Khalilova, K.Farfieva,
M.Fayziev, S.Abdullaeva, M.Abdujabborova, Muhammad Amin Yahyos’ researches
focus on the creation of educational resources based on information technology,
management of the educational process through pedagogical and information
and communication technologies, information threat, computer games and the
impact of the media from a pedagogical, socio-psychological, political, philosoph-
ical and Islamic perspective.
Russian scientists V.Gerasimenko, A.Malyuk, V.Abramenkova, D.Zegjda,
A.Sharikov, G.Grachev, I.Melnik, G.Pocheptsov, H.Domozetov, G.Andreeva, L.As-
takhova, Yu.Bogotyreva, S.Rastorguev, N.Sattarova, and others conducted re-
search on the impact of harmful information on human health and spirituality,
legal and psychological mechanisms to ensure information security, and the rela-
tionship between the virtual world and human lifestyle.
The research work of foreign scholars Bernard Holkner, Geoff Romeo, Brown,
Milligan, Tay Vaughan has studied the importance of informatization of education
and the widespread introduction of media education technologies.
Although the problem of developing the spirituality and culture of pupils has
been studied by scholars in various fields, the problem of protection of pupils from
harmful information and the interaction of national mentality, improving pedagog-
ical mechanisms to protect pupils from harmful information on the basis of nation-
al education, the development of spiritual and preventive technologies to develop
a culture of information consumption among pupils has become a topical issue.
Sources as harmful information that negatively affect the physical and mental
development of pupils are the internet, mobile devices, popular culture spread
through disks, human trafficking, various ideas contrary to national and national
spirituality, computer games, militancy, trafficking, drugs, and others.
The etymology of the concept of the threat of harmful information is that the
term “harmful” is defined as “ harmful to the spirituality and consciousness of
man”, the term “information” is defined as “message, information”, and the term
“threat” is defined as “threat, intimidation, disaster, the danger, the danger of a
terrible event.
1
“Hence, the threat of harmful information is the negative impact
and threat to human spirituality and consciousness through messages and infor-
mation.
The negative consequences of the risk of harmful information are manifested in
the following forms:
- conditions related to the health of the child: his rapid fatigue, mental addiction,
the emergence of physical illness, loss of ability to work, etc;
- Problems with the rules of etiquette: violation of cultural and spiritual norms,
loss of interest in art, problems with the child’s behavior, transfer or transfer of
virtual world behaviors, situations to real-world behaviors, situations and mix with
them;
1
Ўзбек тилининг изоҳли луғати. 1-жилд. Тошкент: «Ўзбекистон миллий энциклопедияси» 2006, 1-3-4-том, - Б.19,
41, 605
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- problems in education: decreased interest in learning, lack of time, overload
with information, inability to master the subjects;
- problems in acquiring skills in the learning process and in distinguishing be-
tween qualitative and substandard (false, slanderous, inaccurate, destructive) in-
formation.
In order not to be addicted to the information, first of all, it is necessary to pay
attention to the source of the information, the reliability (scientific, spiritual, cul-
tural), and accuracy (historical) of the proposed information. Acquiring the nec-
essary knowledge for this, being able to analyze the proposed information, and
teaching them to selectively and critically accept it is an important pedagogical
problem.
The analysis of our experiments shows that the expansion of the types of in-
formation sources and their role in the life of the student, along with the positive
impact on the educational process, is growing. This situation requires further at-
tention and responsibility for the education of the younger generation.
Considering the above, it is necessary to pay attention to the following when
protecting pupils from the threat of harmful information:
-to provide pupils with knowledge about harmful information and their types, as
well as their negative impact on the worldview of the person (initial understanding
for primary school pupils);
- to direct their activities based on the study of the interests and needs of to-
day’s pupils and taking into account the organization of work;
- to identify the basic cause of the problem by studying the current situation
in the families and neighborhoods of pupils who have been exposed to harmful
information;
- to develop effective forms of pedagogical education for teachers and parents
in protecting pupils from harmful information.
The purpose of the research is to model the threat of harmful information to pu-
pils in the educational institution and the system of its elimination as follows: pro-
tection of the rights and interests of pupils, pupils and teachers from dangerous
influences; ensuring the effective operation and development of the educational
institution; reducing the threat of information and the resulting negative impacts;
increasing the ideological immunity of pupils and teachers, and so on.
An analysis of the literature on the study of the problem showed that the the-
oretical foundations of information and communication technologies have been
developed, but no methodology has been developed to teach modern pupils a
critical approach to the information or to understand the hidden meaning of a
message.
In the research, the functional structure of primary school science allowed the
identification of teaching materials and the creation of pedagogical conditions
that develop pupils’ critical thinking against harmful information. Technologies
for developing critical thinking to protect pupils from the threat of harmful infor-
mation have been improved based on the experience of working with learning
materials (comprehension, thinking) and practical activities (understanding, com-
prehension, analysis, evaluation).
In the research, the methodology aimed at shaping pupils’ critical thinking was
developed on the basis of adaptive interpretation of teaching methods (obser-
«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
84
vation, conversation, game, training, problem, discussion, reflexive, media educa-
tion) to individual and psychological characteristics of pupils.
At this stage of the study, a number of tasks were performed in the following
areas to form critical thinking and immunity to harmful information in primary
school pupils:
Direction 1: To work with pupils (developing the program and implementing it).
Direction 2: To work with teachers (theoretical, methodological, and technolog-
ical training).
Direction 3: To work with parents (interviews and surveys, roundtables with
experts, etc.).
Direction 4: To summarize the above three directions.
To implement the tasks of the first direction, the curriculum of the course “Fun-
damentals of information security of primary school pupils” was developed and
implemented in practice groups.
This curriculum “Fundamentals of information security of primary school stu-
dents” is integrated into the content of educational hours and extracurricular ac-
tivities, the first stage of which is organized in the form of lectures, practical work,
and excursions. The main goal was to expand children’s knowledge about infor-
mation threats and create real situations involving threats from computer disks,
and mobile phones, and used methods such as explanations, conversations, and
exhibitions.
The tasks of the second level of the program were to teach elementary stu-
dents to work with information and to live in an information environment. The
main meaning of the activities was based on a system of mental operations, such
as the ability to express the main idea of the text, evaluate the event, express a
personal opinion, discuss, draw conclusions, and react critically to the proposed
information.
Organizational and pedagogical functions were performed in the second and
third directions. It included a survey of teachers and parents and pedagogical
readings. The sessions included theoretical knowledge, question-and-answer ses-
sions, roundtables, and training involving experts (ophthalmologists, pediatricians,
and psychotherapists) to cover the impact of harmful information on human life,
health, and physical development.
Identifying information threats to teachers and parents, ways to protect stu-
dents from harmful information threats, finding markers that can stop children
from buying products, finding signs, selecting literature for students to read, and
“teacher-student-parents” relationship in the formation of information literacy in
students, organizing educational work of teachers and parents has been improved
on the mechanism of media education and virtual control.
For the experimental work of this study, aimed at studying the pedagogical
conditions for the protection of primary school pupils from the threat of harmful
information a total of 36 primary school teachers, 52 parents, 112 pupils, and 55
pupils in the experimental class, and 57 pupils in the control class participated Of
these, 34 were 2nd graders, 37 were 3rd graders, and 41 were 4th graders.
During the experiments, surveys were conducted among primary school teach-
ers to implement organizational and pedagogical functions. According to this,
analysis of the answers to such questions “What information do children receive
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quickly?”, “Where do you think pupils get negative information?”, “How to protect
pupils from harmful information?”, “Is it possible to use information sources (tele-
vision, radio, press, Internet) in education?” , “What do you think is the impact of
information on the spirituality and upbringing of students?”, “What kind of work
do you do with parents on the impact of information?” revealed that protecting
pupils from information threats is the equal responsibility of educators and par-
ents, but they do not have sufficient knowledge in this regard. The analysis of
these experiments showed that the content of educational hours should include
the issue of forming the competence to work with information in primary school
pupils.
In the first stage of the experimental work, to study the current situation ex-
perimental work was organized. According to the analysis of the answers to the
questions which were asked by respondents “What is information?”, “What harm-
ful habits do you know?”, “What do you like to do in your free time?”, “What is the
agenda?”, “How is harmful information spread?”, “What is the purpose of using
the phone?”, “What are the advantages and disadvantages of TV and computer?”,
“Which cartoon character do you like and why?”, revealed that the primary school
pupils’ perceptions of harmful information and the culture of information use were
not formed, and their agendas were not properly organized. This problem has
highlighted the need to further improve the content and quality of extracurricular
activities, and educational hours organized in educational institutions.
Scientific research on the protection of pupils from the threat of harmful infor-
mation in the educational process forms of interaction between teachers and par-
ents in the observance of information security of pupils’ media-education (work
with the media and the Internet) and virtual control, process control, correction
of child behavior), consistent and systematic organization of teaching and prac-
tical training in the educational process and extracurricular activities of pupils,
important scientific and methodological recommendations and theoretical, it was
concluded that it was necessary to provide information.
List of used literature
1. Yoziyeva U.L.
Advanced technology of protection from harmful information
in the teaching and educational process (on the example of primary education).
Pedagogika fanlari bo‘yicha falsafa doktori dissertatsiya. – Nukus: 2018, - 146 б.
2. Ўзбек тилининг изоҳли луғати. 1-жилд. Тошкент: «Ўзбекистон миллий
энциклопедияси» 2006, 1-3-4-том, - Б.19, 41, 605
