PSYCHOLOGICAL DIMENSIONS OF FAMILY–SCHOOL–COMMUNITY PARTNERSHIPS IN PROMOTING STUDENTS' INFORMATION SECURITY

The purpose of this study is to analyze the psychological aspects of family–school–community collaboration in ensuring students’ information security. The research employs a systematic approach, psychological-pedagogical analysis, and comparative review of scientific sources. The findings indicate that students’ age-related psychological characteristics and insufficiently developed critical thinking skills increase their vulnerability to information threats. Therefore, information security should not be limited to technical protection but must also involve the development of internal psychological resilience. The study proposes a psychological model based on integrated family–school–community collaboration. This model contributes to strengthening students’ resistance to information threats by fostering media literacy, critical thinking, and a conscious approach to information consumption.