Disclosure-based cyberbullying is defined as sharing personal information without consent, often with malicious intentions. This affects young adults and leads to long-term personal damage (i.e., career, reputation, and family). Current strategies on social media platforms fall short of addressing this problem. We engaged 20 young adults (18-34) through a participatory design approach in co-designing solutions that reflect their concerns, needs, and desires. Participants were divided into three groups based on their cyberbullying experience as victim, discloser, or attacker. Our participants designed 15 solutions for prevention, intervention, support, and awareness. These solutions reveal the need for privacy control, anonymity, and autonomy for victims, a restorative justice system, social media accountability, and the involvement of influencers and content creators in awareness and education. We provide implications for progressive and adaptive social media awareness campaigns, a compassionate justice system, and soft control of personal information ownership.

With the pervasive and evolving use of tracking and AI to make inferences about online platform users, it has become imperative for adolescents—a key demographic using such platforms—to develop a deep understanding of these practices to protect their privacy. Traditionally, K-12 cybersecurity education has largely been confined to extracurricular activities, limiting underrepresented students’ access. To resolve this shortcoming, we partnered with a rural-identifying middle school to deliver AI-related privacy education in classrooms. Using Design-Based Research methodology, we identified students’ AI-related privacy learning needs and developed six education modules. This paper focuses on the design, classroom implementation, and evaluation of module #2, covering the privacy threats of Tracking and Pervasive Personalization (TaPP). Student assessment outcomes show they developed transferable foundational knowledge of the privacy implications of tracking and personalization after participating in the TaPP module. Our findings demonstrate the benefits of integrating AI-related privacy education into existing K-12 curricula.

Although older adults are increasingly adopting digital social technologies, a lack of knowledge and experience makes them vulnerable to digital privacy and security threats. It is, therefore, crucial to build digital privacy education interventions that empower older adults to take more control over their digital privacy. Most tutorials and support materials are designed for the younger generations and are not necessarily as effective for the older population. In this paper, we explore the development of education interventions suited to the learning styles of the older adult population. We particularly develop interventions that span a variety of modalities (text, videos, audio presentations, infographics, comics, interactive tutorials, and chatbots) and evaluate these interventions in a focus group study, gathering feedback from both older and younger adults regarding the education interventions and how to improve them. Our findings demonstrate that there are distinct differences in modality preferences between older and younger adults. In this paper, we discuss our findings and contribute to the development of digital privacy education interventions that are tailored to the specific needs and preferences of older adults.