关键词: 扎根理论, 高校学生, 数据安全素养, 评价指标体系, 信息素养教育

Abstract:

[Purpose/Significance] Improving data security literacy is an important measure to eliminate data security risks and improve national security. The purpose of this study is to explore the elements of data security literacy, and to explore the current state of college students' data security literacy to improve their data security literacy. [Method/Process] This paper first determines the elements of college students' data security literacy through grounded theory and literature research, and then uses expert consultation and factor analysis to optimize and modify the evaluation indicators to determine the final evaluation index system, and uses questionnaires to collect data. We evaluate college students' data security literacy through independent sample T test and one-way variance analysis and verify their differences and various dimensions. [Results/Conclusions] The data security literacy evaluation index system consists of data security awareness, data security knowledge, data security capability and data ethics. Through empirical analysis, it has been proven that the evaluation index system constructed in this study is highly rational and operable. We provide a quantitative analysis of data security literacy that serves as an important reference for college students looking to improve their literacy in this area. The weight proportion of the first-level index is similar. It shows that improving data security literacy requires implementing a comprehensive data security education strategy. College students have above-average data security literacy. They perform well in terms of data security awareness and data ethics, but not so well in terms of data security knowledge and data security capability. Based on the demographic characteristics, there are some differences in data security literacy among different types of groups. The study of data security literacy takes place in the family's permanent residence. There are significant differences in students' experience and their parents' education level. Students in urban areas, college students, and students whose parents are involved have significantly higher data security literacy than other students. The analysis of each dimension shows that data security literacy differs among different types of groups. Gender, college level and university region are the key factors affecting students' data security awareness. Gender and college level have prominent differences in data security knowledge. Different genders and professional categories lead to differences in data security capability. Gender, college level, education level and university region all affect data ethics. The improvement of data security literacy requires students, families and universities to play their respective roles. College students should improve their data security literacy according to their own data security status. Male students should enhance security awareness, and female students should enhance data security capability level. Non-double first-class college students need to consolidate their theoretical foundation, while double first-class undergraduate students should increase technical practice learning to improve data security capabilities. Students in higher vocational colleges should deepen their understanding of data ethics. Students who are not science or engineering majors need to make up for their lack of capability. With the rapid development of data intelligence, the data security literacy requirements are constantly changing. This study focuses on traditional data life cycle security scenarios. In the future, a data security evaluation index system suitable for emerging fields such as artificial intelligence and large models can be constructed.

Key words: grounded theory, college students, data security literacy, evaluation index system, information literacy education