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This study aims to evaluate the digital literacy and cybersecurity awareness of K12 students based on teachers’ views. The research adopts a qualitative design, and data were collected through semi-structured interviews with 15 teachers working at primary, secondary, and high school levels. The data are analysed by descriptive analysis method. Through the teachers' evaluations, various findings were obtained regarding students’ skills to accessing, understanding, interpreting, producing, and using the information and awareness of cybersecurity.

The results show that students generally do not have a problem in accessing information, but they have lack of interpreting, validating, and critically assessing digital content. Although search engines are widely used by students, artificial intelligence (AI)-based technologies are reported to have limited usage among them. Teachers state that students’ inability to develop a critical approach to the data they gained in digital environment and students think about the data in a superficial way are derived from their lack of digital literacy skills. It is emphasized that skills such as verification of information and critical approach to the digital content have to be improved.

The study also reveals that students lack proficiency in demonstrating productivity and creativity using digital tools. The prevalence of a "copy-paste" approach among students reflects a passive attitude toward information usage. Teachers noted that students primarily use digital tools for entertainment and consumption rather than educational or productive purposes. However, in national projects, the effective use of digital tools was found to enhance problem-solving skills, boost self-confidence, and contribute positively to learning processes. The use of digital tools with a guidance and direction improves learning motivation and permanent learning.

Findings on cybersecurity awareness show that students are vulnerable to digital threats such as cyberbullying, phishing, and blackmail. Teachers report that the lack of awareness regarding digital privacy and security protocols contributes to this vulnerability. The need for comprehensive education on personal data protection, implementing digital security measures, and raising awareness of cyber threats are strongly emphasized. Teachers also state that digital literacy and cybersecurity skills should not be limited to ICT classes, but they should be mentioned in all courses with an interdisciplinary approach.

In conclusion, this study emphasises the need for systematic educational programs to enable students to use digital tools consciously, securely, and productively and the need for increased support for the teachers’ professional development. It is also concluded that critical thinking, information verification, and creative problem-solving, as core components of digital literacy, should be included more in curricula. These findings point to the importance of a comprehensive educational reform to improve students' digital literacy and cybersecurity skills.