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Lecturer(s)
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Course content
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1. Security Literacy - Concept, Dimensions and Importance for Population Protection 2. Individual, Household and Community Preparedness 3. Risk Perception, Decision-Making and Human Behaviour in Threatening Situations 4. Practical Self-Protection in Threatening Situations 5. Reliable Information and Decision-Making in Uncertain Information Environments 6. Digital Aspects of Security Literacy and Preparedness for Communication Service Disruptions 7. Preparing Citizens for National Defence 8. Preparing Citizens to Prevent and Respond to Emergencies and Cooperation with Non-Governmental Non-Profit Organisations 9. Vulnerable and Specific Population Groups 10. Didactics of Security Literacy and Preparedness 11. Educational Games, Scenarios, Simulations and Decision-Making Exercises in Safety and Security Education 12. Design, Assessment and Evaluation of Educational Activities in Security Literacy Study materials, academic sources and resources related to individual topics are made available to students through LMS Moodle.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization), Group work
- Homework for Teaching
- 4 hours per semester
- Attendace
- 26 hours per semester
- Semestral Work
- 16 hours per semester
- Preparation for the Exam
- 8 hours per semester
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Learning outcomes
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The course aims to introduce students to the concept of security literacy, its fundamental components, and its importance for preparedness, self-protection, and individual and societal resilience. Particular attention is paid to risk perception, decision-making and human behaviour in threatening situations, individual, household and community preparedness, principles of self-protection, the use and evaluation of safety and security information, and the specific needs of vulnerable population groups. The course also provides a basic introduction to preparing citizens for national defence. The course develops students' ability to assess population preparedness, propose appropriate measures to improve safety, security and self-reliance, and respond to model scenarios involving limited information or resources. A significant component focuses on the educational application of acquired knowledge through the design of learning activities aimed at developing security literacy among lower and upper secondary school pupils, including the formulation of learning objectives, selection of appropriate teaching methods, and assessment of learning outcomes.
Upon successful completion of the course, the student will be able to: 1. Explain the concepts of security literacy and population preparedness and distinguish their main knowledge-based, informational, decision-making, and behavioural components. 2. Analyse factors influencing risk perception, decision-making, and preventive behaviour in threatening situations. 3. Assess the preparedness of a model individual, household, or community and propose and justify specific measures to improve self-reliance and the ability to respond to emergencies and crisis situations. 4. Apply basic principles of self-protection during public warnings, evacuation, sheltering, and disruptions to essential services, adapting them to the conditions of a specific situation. 5. Critically assess the relevance, reliability, and applicability of information sources during crisis situations, distinguish verified information from unsubstantiated or manipulative claims, and justify decisions concerning the further use and sharing of information. 6. Explain the basic principles of preparing citizens for national defence and relate them to the roles of individuals, households, and society in ensuring security and defence. 7. Propose appropriate preparedness measures that reflect the needs of selected vulnerable or specific population groups. 8. Address a simulated crisis situation with limited information or resources, establish priorities for action, and provide an evidence-based justification for decisions. 9. Adapt selected content related to security literacy and preparedness for educational purposes, taking into account the needs of the target group of pupils, formulate appropriate learning objectives and key educational messages, and propose ways to involve pupils in setting their own learning goals. 10. Design a learning activity using appropriate methods, such as scenarios, decision-making exercises, educational games, or simulations, and adapt it to the prior knowledge and educational needs of the target group. 11. Establish clear success criteria, propose methods for pupil self-assessment and assessment of learning outcomes, and apply these criteria when evaluating a model pupil assignment or proposed solution.
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Prerequisites
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The course has no formal prerequisites. Basic knowledge of population protection, security threats, and risks acquired during previous studies is expected. Students should be able to work with academic and publicly available information sources, critically evaluate information, and apply basic analytical and argumentation skills. Specific concepts of security literacy, population preparedness, and their educational application are developed within the course.
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Assessment methods and criteria
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Oral exam, Seminar Work, Written exam
Requirements for successful completion of the course: 1. Attendance at a minimum of 80% of seminars. 2. Preparation and successful completion of a seminar assignment focused on security literacy and population preparedness. 3. Successful completion of the examination. The seminar assignment may be completed individually or in groups and consists of two interconnected components: a) Professional component: Analysis of a selected situation involving individual, household or community preparedness, identification of relevant risks, and proposal of specific measures to improve preparedness. Conclusions must be supported by relevant and verifiable academic and professional information sources. b) Educational component: Design of a short learning activity for lower or upper secondary school pupils aimed at developing security literacy. This includes formulating learning objectives, selecting appropriate content and teaching methods, establishing success criteria, involving pupils in setting their own learning goals, and proposing methods for self-assessment and assessment of learning outcomes. Students apply the established criteria to evaluate a model pupil assignment. Assessment focuses on subject knowledge and accuracy, the quality of information sources, the appropriateness of proposed measures, the educational design, alignment between learning objectives, teaching methods and assessment, and the ability to justify the proposed solution. Examination: The examination is conducted in person and consists of a written component and, where applicable, an oral component. The written test contains 30 multiple-choice questions, each with one correct answer. - 28-30 points: A - 26-27 points: B - 24-25 points: C - 0-23 points: progression to the oral component of the examination Students awarded a grade of B or C in the written test may request an oral examination. During the oral examination, students draw a question from a list of topics published in advance. The final grade is determined based on overall performance in both the written and oral components. The written examination is conducted under the supervision of the instructor. Assessment criteria for the seminar assignment and examination requirements are communicated to students in advance. Approved accommodations for students with specific needs are respected throughout the assessment process. Detailed assessment criteria for the seminar assignment, examination topics, and organisational instructions are available in LMS Moodle.
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Recommended literature
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Coppola, Damon P.; Maloney, Erin K. Communicating Emergency Preparedness: Strategies for Creating a Disaster Resilient Public. Boca Raton. 2009.
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Fiala, Miloš; Vilášek, Josef. Vybrané kapitoly z ochrany obyvatelstva. Praha. 2010.
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Kovaříková, Miroslava. (2020). Krizové situace ve škole: Bezpečnostní problematika ve školní praxi. Praha.
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Lundgren, Regina E.; McMakin, Andrea H. Risk Communication: A Handbook for Communicating Environmental, Safety, and Health Risks. Wiley. 2018.
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Řehák, David; Martínek, Bohumír; Legierská, Petra. Ochrana obyvatelstva v kontextu aktuálních bezpečnostních hrozeb. Ostrava. 2019.
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Stewart, Creek. The Disaster-Ready Home: A Step-by-Step Emergency Preparedness Manual for Sheltering in Place. 2022.
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