Objectives:
The aim of this article is to identify potential threats in cyberspace and to determine what educational measures and solutions should be applied to raise awareness of existing cyber threats.

Material and methods:
The primary method used in preparing this publication was critical analysis and synthesis of the relevant literature, which provided the foundation for further analytical work. A crucial tool supporting the research process was an approach focused on comparison and analogy within specific threat categories. Detailed definitions of threat types and kinds were intended to provide the necessary knowledge for effective development of security education programs, while also enabling their practical application in security scenarios.

Results:
Analysis of current trends in cybercrime indicates the need for a profound restructuring of human capital within cybersecurity units. Digital security in the age of artificial intelligence requires a fundamental redefinition of the competency model.

Conclusions:
It's crucial to conduct preventive classes and workshops for young people focused on emotional resilience and ways to deal with negative comments. Therefore, children and young people should be made aware that acts committed in the virtual world carry legal consequences, and that complete anonymity online does not exist in reality. It is therefore necessary to replace traditional educational models with dynamic, adaptive education. This should not only provide knowledge about tools but, above all, develop lasting resilience to disinformation and cybercrime.