Abstract

In the digital era, cyber scams, particularly “virtual kidnapping,” have emerged as a serious threat to high school students. This study surveyed 661 students to identify gaps in their digital safety competencies. To address these educational needs, the author designed and implemented an integrated system of visual tools and digital reflex models, including a QR code-based digital platform, the “STOP LINK” sticker set, reminder keychains, the SAFE CODE reflex model, and the 4H rule. A pedagogical experiment conducted with class 12B1 (N = 41) and a control class, 12B3 (N = 43), at Sa Dec High School showed substantial improvements: the rate of correctly identifying manipulation-based scam scenarios increased from 44.2% to 87.8%; the “Stop” reflex before interacting with suspicious links increased from 32.6% to 82.9%; and proactive reporting to families and schools rose from 14.0% to 80.5%. The approach was also successfully implemented in class 11A9 and supported students in winning Second Prize in a provincial-level Science and Technology Competition. These findings suggest a practical approach to reinforcing digital safety skills through concrete, memorable, and experience- based educational tools in high school settings.

Keywords: Digital safety, experiential activities, SAFE CODE, STOP LINK sticker, virtual kidnapping, visual educational tools.