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In this confusion between technical skills (using the tool) and intellectual and cognitive mastery (understanding/evaluating/criticizing), digital uses do not appear to be an educational issue for these teachers. The (technical or manipulative) skills of the students are not taken into account by the teacher and are even rejected, even though they could be a lever for critical education in digital uses.

The teachers who consider training students to deal with digital risks say that the protection of personal data and privacy on the Internet is the first topic to be addressed (89.2%). Image rights are also cited by 67.3% of them. Next come media literacy and copyright, cited by half the teachers, as well as cyberbullying.

However, only half of respondents (51.8%) report consulting information about digital risks, and more than half of the new teachers who have consulted information on digital risks (54.2%) feel that this information is insufficient. Another 52.3% say they have not been trained in digital uses in teaching situations. Among those who have received training in digital uses, opinions are very divided: half of them (50.1%) state that this training was not useful to them in dealing with the risks; the other half (49.3%) believe that the training enables them to deal with them. The majority of respondents (62.3%) say that training regarding digital risk management with students would be helpful to them. We also note that those who have not been trained are slightly more likely (70.9%) to feel this need. Even among those who have been trained, half (53%) still feel the need for training. The feeling of a need for training is clear, even among those who have already been trained. There is no denial of the need for training, nor is there any dispute about its usefulness.