Intellectual Security among Libyan Secondary Students: An Integrative Model Based on Psychological Inoculation and Basic Needs Theory
DOI:
https://doi.org/10.65417/ljere.v2i1.77Keywords:
Intellectual Security, Psychological Inoculation, Basic Psychological Needs, Proposed Theoretical Model, Secondary Education, LibyaAbstract
Amid the escalating challenges of information disorder and intellectual polarization facing Libya's educational system, this study aims to construct a proposed theoretical model to enhance intellectual security among secondary school students. The model relies on the systematic integration of preventive Psychological Inoculation strategies, Basic Psychological Needs Theory as an explanatory framework, and Social Cognitive Theory as a behavioral mechanism. Employing an analytical theoretical review methodology, the study analyzed 29 prior studies published between 2020 and 2025 using critical thematic analysis and comparative synthesis. The analysis yielded a five-dimensional structure of intellectual security and provided reference evidence regarding the effectiveness of psychological inoculation, adapting its mechanisms to align with the Arab-Islamic values specific to the Libyan context. The research presents a conceptual model operating on three synergistic levels (preventive, developmental, and behavioral), wherein value-based constants are utilized as cognitive filters to bolster intellectual immunity. This model bridges a research gap by translating inoculation theory from Western contexts to the Libyan educational environment, providing a reference framework for researchers and policymakers to design preventive interventions that are culturally responsive to Libyan society, moving beyond traditional security-centric approaches.
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