CYBER Project

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Portugal
Braga
CYBER Project

CYBER strives to develop the cyber resilience of European schools by creating tailored EU quality procedures for the school system.

CYBER strives to develop the cyber resilience of European schools by creating tailored EU quality procedures for the school system, and by equipping the professors and students with the tools and knowledge to discuss conscious and unconscious online behaviours of adolescents, cyberpsychology and the downsides of the Internet overuse, to enhance the classrooms understanding of the dangerous emerging behaviours a young user may incur.

31/07/2026

Stuck doom scrolling? Your brain is managing an environment filled with competing demands.

Research shows that attention begins filtering relevant and irrelevant information within the first 100–200 milliseconds, influencing what reaches working memory. Yet digital interruptions and repeated task-switching continually challenge this limited system.

In one study of 263 students, participants maintained focus for an average of only 5.61 minutes. Other workplace research found that returning to an interrupted task took approximately 23 minutes on average.

Understanding how attention works is the first step towards using technology more consciously.

Discover the CYBER resources: cyber-erasmusproject.eu

References

Gazzaley, A. (2011). Influence of early attentional modulation on working memory. Neuropsychologia, 49(6), 1410–1424. https://doi.org/10.1016/j.neuropsychologia.2010.12.022

Gazzaley, A., & Nobre, A. C. (2012). Top-down modulation: Bridging selective attention and working memory. Trends in Cognitive Sciences, 16(2), 129–135. https://doi.org/10.1016/j.tics.2011.11.014

Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world. MIT Press.

González, V. M., & Mark, G. (2004). “Constant, constant, multi-tasking craziness”: Managing multiple working spheres. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 113–120. https://doi.org/10.1145/985692.985707

Mark, G., González, V. M., & Harris, J. (2005). No task left behind? Examining the nature of fragmented work. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 321–330. https://doi.org/10.1145/1054972.10C55017

Mark, G., Gudith, D., & Klocke, U. (2008). The cost of interrupted work: More speed and stress. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 107–110. https://doi.org/10.1145/1357054.1357072

Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. https://doi.org/10.1016/j.chb.2012.12.001

21/07/2026

Can platform design influence the way we use social media?

🇪🇺 The European Commission has preliminarily found that certain design features of Instagram and Facebook may breach the Digital Services Act (DSA), particularly due to the potential risks they pose for children and teenagers.

🧠 Understanding how digital platforms work is the first step towards becoming safer and more informed digital citizens. Learn more about cyber awareness at cyber-erasmusproject.eu.

📚 References
• European Commission, Commission preliminarily finds the addictive design of Instagram and Facebook in breach of the Digital Services Act (10 July 2026).
• European Commission, Better enforcement of rules needed for a safer social media and online environment.
• Regulation (EU) 2022/2065 on a Single Market for Digital Services (Digital Services Act).

26/06/2026

Could you recognise an online scam before it's too late?

The story of the Tinder Swindler is a reminder that online fraud often begins with trust, not technology.

By creating the illusion of a luxurious lifestyle and exploiting emotional relationships, the scammer manipulated his victims into sending large sums of money. This case shows how social engineering can be just as dangerous as any cyberattack.

Being aware of these tactics is the first step towards protecting yourself and others.

Learn more about online safety and digital awareness through the CYBER project:
🌐 https://cyber-erasmusproject.eu

05/06/2026

Some online content is not “drama”, gossip or entertainment.
Behind every viral video, screenshot or meme, there is a real person.

The case of Tiziana Cantone became one of the most discussed examples in Italy of online humiliation, non-consensual sharing of intimate content and digital violence. Her story also contributed to the public debate that later led to the introduction of specific legislation against revenge p**n in Italy.

Every share, repost or comment can amplify harm far beyond the original upload.

Cyber awareness also means understanding responsibility online:
what we forward, laugh at or normalize can have real consequences.

Learn more about digital awareness and online safety through the CYBER Project.

www.cyber-erasmusproject.eu

25/05/2026

🐋The “Blue Whale Challenge” became one of the most discussed examples of online manipulation targeting vulnerable teenagers through private groups, psychological pressure, and isolation tactics.

Even when stories circulating online are exaggerated, distorted, or partially unverified, the mechanisms behind digital manipulation are very real: emotional vulnerability, loneliness, fear of exclusion, and the search for belonging can all be exploited online.

Teaching young people how to recognize these dynamics is one of the goals of the CYBER project.
Think critically.
Talk openly.

Ask for help when something feels wrong.
CYBER Project Official Website

MentalHealth MediaLiteracy YouthProtection DigitalSafety ErasmusPlus

16/04/2026

"Street Cred" has moved online, but the consequences are not a game.

⚠️Do you know what Internet Banging is?
It’s not hacking, it’s the way gangs use social media (TikTok, IG, Snapchat) to promote violence and recruit new members.
What looks like a "cool" video or an easy way to make fast cash is often a dangerous trap:
🔹 According to Europol, criminal networks use social media as their primary recruitment offices.
🔹 70% of members admit it’s easier to "groom" and recruit new affiliates online than on the street.
🔹 Real-world cases like Nils "Einár" Grönberg in Sweden or the 1011 gang in London prove that "spillover"—when digital beef breaks screen boundaries—can be fatal.
Gangs market an illusion of success, but the reality is exploitation.
They use young people as cheap labor for real crimes, risking your freedom while leaders stay safe in the shadows.

Don’t let a single digital choice lead you straight to being... WASTED ❌🎮
Level up your digital defense. Build your resilience with the CYBER Project. On our platform, you’ll find serious games to train your reflexes, podcasts with real stories, and the handbook to unmask every digital trap

🛡️ Protect your future. Reset your Wanted Level to 0.
🔗 CLICK THE LINK IN BIO to explore the platform and access all our free materials.

05/03/2026

A simple message.
A fake identity.

A tragedy that could have been prevented.
The story of Megan Meier is a powerful reminder that online threats are not always obvious.
Sometimes the most dangerous risks begin with something that seems harmless, a message, a friend request, a new connection online.

Fake profiles, manipulation and cyberbullying are real dangers that can affect anyone, especially young people navigating the digital world. 🌐💬
Cases like this remind us that the risks we often believe are unlikely can become painfully real.
Do you still think something like this could never happen to you or to someone you care about?
Protect yourself and the people around you through knowledge and awareness. 🛡️
Learn more about online safety and cyber resilience by visiting the CYBER project website:

🔗 cyber-erasmusproject.eu

ErasmusPlus

16/01/2026

🇪🇺

✨ Final day in Braga!
Yesterday’s activities took place at Escola Secundária de Alberto Sampaio, where students acted as beta testers of the CYBER educational games, working in small groups led by teachers and project managers. Through hands-on sessions and peer discussion, they demonstrated solid awareness of online risks while strengthening their skills through mutual exchange.

☕ The day – and the whole LTTA experience in Braga – came to a close with a final joint reflection and some delicious pastéis de nata, kindly offered by Isabel Vieira from Casa do Professor, an outstanding host who made us feel welcome at every step.

🚀 We now look ahead to the next phase of the project, bringing these activities into schools across partner countries and continuing our work with students at national level.

14/01/2026

🇪🇺 🇵🇹 🇮🇹 🇬🇷 🇸🇰 🇷🇴

🌍 Today, Wednesday 14 January 2026, the third day of the CYBER LTTA in Braga has been fully dedicated to cooperation, planning and shared responsibility, as teachers and project managers work side by side to translate what has been explored in the previous days into concrete, ready-to-use activities for the students who will take part tomorrow.

🤝 Mixed-country working groups are actively collaborating, combining different national school realities, professional backgrounds and perspectives, in order to adapt the activities to their local contexts, refine objectives and finalise pilot session plans, while short methodological inputs and peer feedback moments support a smooth transition from design to implementation.

🗂️ The focus today is clearly on organisation and sustainability, with partners aligning on documentation strategies, final logistics and risk mitigation for student sessions, ensuring that the learning experience will be safe, meaningful and consistent with the project’s educational goals.

🏙️ Alongside the working sessions, participants also have the opportunity to experience the city of Braga, strengthening informal exchanges, mutual understanding and team spirit, which naturally reinforce collaboration and trust across the partnership.

✨ A day that blends structured planning with shared exploration, setting solid foundations for tomorrow’s activities with students and for the next steps of the CYBER project.

14/01/2026

🇪🇺
2nd DAY
13 January 2026
🇬🇷🇵🇹🇮🇹🇷🇴🇸🇰

This day of the CYBER International Joint Staff Training in Braga is fully dedicated to hands-on learning and shared reflection, with teachers from all partner countries actively involved in practical activities addressing a wide range of cyber risks and online behaviours that directly affect young people and school communities.

🔐 Throughout the morning, participants are working on concrete and realistic scenarios related to phishing, malware, doxing, online manipulation, trolling, and privacy and data protection, approaching these issues not only from a technical standpoint but also by reflecting on their psychological, social, and educational implications in everyday digital environments.

🤝 The programme continues with interactive sessions in which teachers experience the activities as learners, openly exchanging perspectives, asking critical questions, and discussing how these practices can be transferred, adapted, and integrated into different national, cultural, and school contexts.

🌍 In the afternoon, collaborative group work supports the transition from a learner’s perspective to a trainer’s mindset, encouraging participants to connect cyber threats with social skills, awareness-building, and responsible digital behaviour, while reinforcing cooperation and mutual learning among professionals from different countries.

📝 The day concludes with a shared evaluation moment and an open discussion on next steps, once again highlighting the strong engagement, curiosity, and collaborative attitude shown by all participating teachers, who continue to actively contribute to a meaningful and practice-oriented training experience.

Endereço

Avenida Central, 106
Braga
4710-229

Website

https://cyber-erasmusproject.eu/

Notificações

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