This research project aims to examine the impact of an artificial intelligence-based virtual simulator designed to enhance pre-service teachers' competencies in cybersecurity and digital ethics. The study addresses the increasing necessity for digital security awareness and ethical considerations in educational settings, particularly as emerging technologies such as AI become increasingly prevalent in education, especially following the rapid digitalisation experienced in recent years.

The investigation is motivated by three key factors: Firstly, the post-COVID-19 era has revealed significant barriers in accessing and effectively utilising ICT, potentially leading to digital exclusion and widening existing educational gaps. Secondly, there exists a notable deficiency in cybersecurity and digital ethics training within initial teacher education programmes, which compromises the preparation of future educators to address digital challenges. Thirdly, the rapid advancement of technologies such as ChatGPT and DALL-E has created novel challenges for academic integrity and digital security in education, requiring an immediate and effective educational response.

The project will evaluate the effectiveness of an AI-based virtual simulator in developing pre-service teachers' knowledge, skills, and attitudes regarding digital security and ethics. The research objectives comprise: (1) detecting initial competency levels of pre-service teachers in cybersecurity and digital ethics through validated instruments, (2) studying behavioural patterns through detailed narrative analysis, (3) implementing an AI-based virtual simulator for personalised training, and (4) analysing the potential impact of the simulator on competency development through quantitative and qualitative metrics.

The study aligns with several fundamental strategic priorities: the Spanish National R&D&i Strategy's "Digital World, Industry, Space and Defence" initiative, specifically "Next Generation Internet" focused on educational digitalisation. It also addresses multiple Sustainable Development Goals, including SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities), thus contributing to global sustainable development targets.

The research is particularly relevant given current trends in higher education technology adoption, including artificial intelligence (projected 48% growth in education), cloud computing, Internet of Things (IoT), and Big Data. These technologies present both significant opportunities and complex challenges for cybersecurity and ethical considerations in educational settings, requiring a systematic and well-founded approach.

The project hypothesises that pre-service teachers possess low competency levels in cybersecurity and digital ethics, particularly regarding personal data protection, device security, environmental protection, and health and wellbeing considerations. The study will examine gender differences in these areas, addressing an identified gender gap in digital security, with particular attention to sociocultural and educational factors influencing these disparities.

The project's innovation lies in three key areas: (1) systematic integration of cybersecurity and digital ethics within initial teacher training as a foundation for cyber-resilience and fundamental ethical principles, (2) comprehensive approach to digital ethics in education to ensure technological advances align with human values and promote fair and responsible practices in diverse educational contexts, and (3) establishment of a personalised training plan through an AI-based virtual simulator that adapts to individual needs and evolves with user learning.

This innovative research design presents a comprehensive investigation into pre-service teachers' cybersecurity and digital ethics competencies, employing a sophisticated mixed-methods approach that harmoniously integrates quantitative and qualitative methodologies. The study's architectural framework demonstrates exceptional methodological rigor, incorporating multiple data collection streams to ensure robust triangulation and enhance result validity. The sampling strategy reflects careful consideration of statistical power and representativeness. Drawing from a substantial population of 164,531 Spanish university students across various education-focused degree programs, the study employs a two-stage sampling process. The initial simple random sampling, calculated to achieve a 95% confidence level with a 5% margin of error, yields 384 participants. This is followed by proportional stratification across key demographic and institutional variables, ensuring balanced representation. The quantitative strand encompasses a meticulously developed assessment instrument, whose psychometric properties are established through a multi-phase validation process. This includes expert evaluation via a Delphi panel, pilot testing, and sophisticated statistical analyses including confirmatory factor analysis and internal consistency assessment. The pre-test/post-test control group design enables precise measurement of the virtual simulator's impact on competency development. Complementing the quantitative measures, the qualitative component incorporates multiple data collection methods, including focus groups, in-depth interviews, and systematic observation. This multi-faceted approach facilitates deep exploration of participants' experiences, perspectives, and behavioral patterns during simulator engagement. The analysis of digital narratives adds a unique dimension, capturing the evolutionary nature of participants' learning journeys. The data analysis strategy demonstrates exceptional sophistication, employing advanced statistical techniques through IBM SPSS v.26 for quantitative data, while utilizing NVivo v.12 for rigorous qualitative analysis. The integration of structural equation modeling and longitudinal change analysis enables comprehensive understanding of relationships between variables and developmental trajectories. A particularly innovative aspect is the virtual simulator development, which incorporates adaptive learning principles and artificial intelligence algorithms for personalization. This technology-enhanced learning environment provides real-time feedback and continuously evolves based on user interaction data, representing a cutting-edge approach to competency development. The research design's adherence to strict ethical protocols and implementation of comprehensive quality control measures ensures both scientific rigor and participant protection, establishing a solid foundation for generating meaningful insights into pre-service teachers' digital competency development.

The proposed research project aims to make significant contributions to addressing the critical need for cybersecurity and digital ethics training in initial teacher education. The expected outcomes encompass multiple dimensions of educational and technological domains. Firstly, the development and implementation of an AI-based virtual simulator will provide an innovative solution for personalising cybersecurity and digital ethics training. This approach could establish a new paradigm for adaptive learning experiences in teacher preparation programmes, enabling more effective and individually tailored training. The incorporation of AI technologies in the training process will not only enhance the learning experience but also serve as a model for future technological implementations in education. Secondly, the comprehensive mixed-methods design will offer insights into both quantitative measures and qualitative experiences of pre-service teachers engaging with cybersecurity and digital ethics training. These findings will inform future educational policies and pedagogical practices, establishing empirical foundations for decision-making in teacher training. The examination of gender differences in digital security competencies will contribute significantly to our understanding of disparities in technological proficiency and security awareness, potentially leading to more inclusive approaches in digital education. The expected implications extend beyond immediate educational contexts: - Enhanced awareness of digital security in educational settings - Improved protocols for student data protection and privacy - Comprehensive framework for ethical educational technology implementation - Effective strategies for reducing digital vulnerability in educational institutions - Practical guidelines for addressing emerging technological challenges - AI-based adaptive training models - Digital competency assessment protocols

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