The Child Online Safety Index (COSI) is a national-level metric designed to assist countries in effectively monitoring the status of their children’s online safety.
The 2023 COSI report used the same methodology that was developed in 2022; however, instead of the global ranking of the nations, the 2023 COSI provides a 4-scale rating of A=Top Quartile, B=2nd Quartile, C=3rd Quartile and D=4th Quartile. This comprehensive tool enables nations to assess and pinpoint areas for improvement concerning the online safety of their children and youth across various key stakeholders, namely children, families, schools, ICT companies, and the soft and hard infrastructures of government bodies. The COSI aims to encourage effective collaboration among stakeholders to enhance child online safety and promote digital citizenship among children and youth within their respective nations, all while providing a means to measure national progress in this critical domain quantitatively.
This 2023 COSI report relies on data collected from a substantial sample of 351,376 children and adolescents, hailing from 100 different countries. These data sources include the DQ Institute’s impact tracker as well as publicly accessible external sources, such as international research projects and publications.
• Download: 2023 COSI Findings and Methodology Report
The Child Online Safety Index (COSI) is a national-level measure to guide child online safety improvement. Through COSI, nations can identify areas of improvement for child online safety issues across six stakeholders: children, families, schools, ICT companies, and soft and hard infrastructures of the government.
The inaugural report of COSI was published in February 2020, and COSI 2022 makes the second publication in the series. COSI 2022 captures the post-COVID-19 pandemic global status of child online safety based on the DQ Institute’s global databank. The global databank consists of data on 329,142 children and adolescents in 100 different countries, collected from various external sources (e.g., international research projects and publications) and through DQ Institute’s own surveys.
• Download: 2022 COSI Findings and Methodology Report
IQ, EQ, DQ chronicles Dr. Yuhyun Park’s social impact journey in developing the concept of Digital Intelligence (DQ) and how it is now recognized as the global standard for digital literacy, digital skills, and digital readiness. She shares about the decade of experiences, insights, and instrumental people and partners who are anchored on the same strong belief that “technology is only meaningful when it enhances humanness”.
The book is an invitation for all to realize the importance to collaboratively reshape and co-write the next chapters on technology, education, and human wellbeing in an increasingly digital age – As technology evolves, we too should continue to learn, evolve, and empower others, in sustainable ways and as masters of technology.
Read more about the book here
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The Child Online Safety Index (COSI), the world-first real-time measure to help nations better understand their children’s online safety status.
The 2020 COSI is based on data collected from 145,426 children and adolescents in 30 different countries from 2017-2019 as part of the #DQEveryChild initiative.
Linked with DQ assessment tools and its global database, COSI will be automatically updated as the countries progress with their child online safety and digital citizenship initiatives.
• Download: 2020 COSI Findings and Methodology Report
• Download: 2020 COSI DATA
From 2017 to 2020, the #DQEveryChild in association with the World Economic Forum superseded all expectations and made impact around the world.
The COVID-19 pandemic has caused rushed digitalization of primary and secondary (K12) student education, and cyber-risks such as bullying, technology addiction, and misinformation must be addressed. There is an urgent need to coordinate global efforts for digital skills education and training, which can help students succeed in the digital age while curbing risks and inequality.
For the world to build comprehensive digital competencies with speed, scalability, and sustainability, there is an urgent need for effective coordination and consensus towards building a common framework with a set of definitions, structure, and taxonomy. In this report, we present the DQ Framework as the solution. Read more here: https://www.dqinstitute.org/wp-content/uploads/2019/11/DQGlobalStandardsReport2019.pdf
On Safer Internet Day (6th February 2018), the 2018 DQ Impact Report was published in association with the World Economic Forum. As part of our #DQEveryChild movement to empower children with digital intelligence (DQ), the multinational report delved into the current state of online safety and digital citizenship among 38,000 8-12 year olds across 29 countries. In particular, we focused on how children became exposed to cyber-risks and how these risks may affect them.
Our key finding, that 56% of 8-12 year olds are exposed to at least one cyber-risk (including risks like cyberbullying and online grooming), is particularly revealing of the work that lies ahead for all of us in the creation of an ethical digital ecosystem for this generation of digital natives.
The full report and more information can be found below:
This article published in Nature Outlook on October 2018 outlines how DQ can help address the need for digital intelligence.
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In the 2016 DQ Pilot Impact Study, about 60% of children who were exposed to cyber-victimization wanted extra help to handle their cyber issues. A 2015 DQ e-counselling study conducted by the National Institute of Education, Singapore also revealed that timely intervention is critical to improve emotional well-being of children who are exposed to cyber-risks.
From September 2017, DQWorld.netTM will include a unique help-reporting system to detect a child’s exposure to various cyber-risks and provide opportunities to proactively intervene to help at-risk child.
The study will be conducted to understand its effectiveness through Private-Public Partnership in Singapore and Australia:
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A 2017 DQ online counselling study conducted by the National Institute of Education (NIE), Singapore revealed that lack of nonverbal cues enhanced children’s psychological safety and willingness to self-disclose online. TCPs also found it helpful to use a solution-focused approach to work with children and to adapt their face-to-face counselling techniques to online counselling through the use of SITCOMS (Skills in Text-based Communication).
Find the study here: https://doi.org/10.18401/2017.7.2.3
A 2018 DQ e-counselling study also conducted by NIE revealed that online counselling helped children find solutions as well as support for their emotional and practical needs.
Find the study here: https://doi.org/10.1080/03069885.2018.1485871
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The DQ World digital citizenship education program was developed through a collaboration between Nanyang Technological University and infollutionZERO with support from the Inter-Ministry of Cyber Wellness Steering Committee and Singtel in Singapore. The 2016 Singapore DQ World Pilot Impact Study involved 2218 8-12 year old children and was successfully conducted to understand the efficacy and impact of the DQ World online program to enhance children’s digital citizenship and improve their attitudes and behaviors against cyber risks.
Find the Report here.
The report was also highlighted at the 2017 World Economic Forum Annual Meeting that was held in Davos, Switzerland. Find the article here.
DQ World is an innovative research-based, e-learning platform that is specifically designed for young users of digital media and technology. The online educational platform has been recognized by two UNESCO awards for its pioneering efforts to promote digital citizenship education among children. DQ World’s approach is pioneering in the sense that it has transformed how nations approach digital education. Indeed, more and more school programs are incorporating technology in a variety of ways: some use computers in the classroom, some make online assistance available to children, and some teach coding and even robotics.
Basic digital citizenship skills, however, are often overlooked by educators and parents despite being fundamental to a person’s ability to get the most out of technology and to avoid risks. One reason for this gap is that teachers themselves have not been trained in the area of digital citizenship education, and they are already over-burdened with other teaching needs and requirements. Therefore, any comprehensive program needs to either (1) include training for teachers and fit in within the curriculum, or (2) provide training directly to students with only basic support needed from teachers. DQ World is based on this second approach, and is a compatible with a wide variety of learning environments.
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