Abstract
In this article, the designed and validated content of the educational package on psychological literacy of media and cyberspace, which was prepared based on Potter's cognitive perspective on media literacy and based on the vision document for the transformation of education and the explanatory strategy, is introduced. In this survey and applied research, which is among the psychometric studies, the statistical population was experts in the fields of media, psychology, communications, and experts in the field of media literacy. The content of the educational package was provided to 12 experts for validation in the form of a questionnaire. The data were analyzed with SPSS-23 software. The educational package on psychological literacy of media and cyberspace was developed and standardized based on culture, with an educational and explanatory approach in the form of eight sessions. The content validity of this educational package in the category of relevance is 51.87, in clarity 17.79, in simplicity 16.79, and in total 95.81 (acceptable). The content validity ratio of the educational package was 0.92, and its importance index coefficient was 8.92. The culturally based psychological literacy training package for media and cyberspace has acceptable content validity. This training and intervention package is recommended for gently confronting the threats of cognitive and hybrid media warfare and preventing media harm in various groups, especially adolescents. Media literacy training using this training package can be effective in reducing vulnerability to media threats by improving the knowledge and culture of media and cyberspace users.

Keywords: Psychological Media Literacy Training Package, Cognitive Coping, Cyberspace, Adolescents

























Introduction
In the present era, we are witnessing the impact of media on education and training. The world has entered a new stage with the emergence and spread of the technological revolution in the 1980s, and it plays an important role in the behavior of children and adolescents and changing their social behaviors (Turkzadeh et al., 2019). To face new media, users need to acquire skills under the title of new media literacy. Media literacy means basic competencies that allow citizens to interact effectively with the media, develop critical thinking and lifelong learning skills for their socialization, and make them active citizens (Al-Zoubi, 2021). “Media literacy,” one of the important and new phenomena of the information age, helps audiences in “increasing the level of information and awareness,” “using media with an approach beyond habit and entertainment,” and “acquiring the necessary insight and knowledge to interpret messages” (Taslimi and Agha Mohammadi, 2015). McLuhan first spoke of "media literacy in the global village" (McLuhan, 1964).
In many countries, media thinking and literacy have long been included in the student curriculum. In our country, based on the resolution of the Supreme Council of Education since 2016, a course called media thinking and literacy has been included in the tenth-grade curriculum. The skill of using media by teaching and promoting media literacy has also been introduced in the Fundamental Transformation of Education document since 2011 as a solution to strengthen the foundation and increase the level of family skills. Therefore, preparing students to actively deal with the media is one of the important tasks of the formal education system (Educational Research and Planning Organization, 2019).
Due to the up-to-dateness of the field of literacy and media and the remarkable and complex developments in this field of communication, media literacy and its education require rich resources that are in line with the cultural and social conditions and developments of each society. Rich and authentic sources of knowledge and knowledge such as the Holy Quran, religious teachings, and the thoughts of the elders, can be considered the best model for teaching media literacy and increasing the level of media literacy of audiences in religiously oriented societies (Shahvandpour and Salarkia, 2014).
Psychological literacy of media and cyberspace is a new interdisciplinary concept that was conceptualized in this study and consists of a set of knowledge and skills that make media users sensitive and familiar with the dimensions, effects, and psychological consequences of media on cognitive, emotional, and behavioral-social domains when using media. Due to the newness of this concept, no background was obtained related to the construction and standardization of an educational package related to it. The nature of the media and the main effects of the media are to affect psychological dimensions, such as the thoughts, minds, and psyche of the audience and then the social contexts. This study was conducted to design and standardize a culture-based educational package in the field of psychological literacy of media and cyberspace.

Materials & Methods
The present research method is a survey and is applied in terms of purpose, and is among the psychometric studies. The statistical population and sample of the research included written and non-written sources related to the field of media and cyberspace psychology, communications, media literacy, hybrid and soft media warfare, Jihad of Explanation, and the psychological effects of media. Accordingly, various headings based on culture and based on the Vision Document for Transformation in Education, the Second Step of the Revolution Statement, the Jihad of Explanation Approach, and Potter's Cognitive Theory were extracted, and scientific content was prepared in each field. In the validation section, the research sample consisted of 12 experts related to the fields of media, psychology, communications, and media literacy. The initial version of the content of the educational package was reviewed by several scientific colleagues from psychology, social sciences, and experts and activists in the field of media and media literacy at the universities of Birjand, and some items were modified and edited according to their opinions. The validation questionnaire and the final version of the instructions for the psychological literacy of media and cyberspace educational package were provided to 12 provincial and national experts in the fields of psychology, communications, media, and media literacy, and the psychometric dimensions of the educational package were calculated.

Discussion & Result
According to the experts' opinion, the content validity of the training package sessions was 87.51 in relevance, 17.97 in clarity, 16.79 in simplicity, and 81.95 in total (acceptable). The average content validity ratio index of the training package was 0.92 (acceptable), and the content importance index of the training package was 92.8.

Conclusion
The purpose of this research was to introduce a local and culturally-based educational package for psychological literacy in media and cyberspace. In designing the educational package, based on the explanatory approach of soft confrontation with cognitive and mixed media warfare, headings and scientific content were prepared. In analyzing and validating the educational package, 12 expert opinions were received from professors and experts in the fields of media and media literacy, communications, and psychology. The results showed that the educational package for psychological literacy in media and cyberspace has acceptable content validity, content validity ratio, and importance index. Due to the lack of precedent for the subject of psychological literacy in media and cyberspace, no reportable, consistent and inconsistent research was obtained.
The content of the educational package for psychological literacy in media and cyberspace has high credibility and is therefore expected to be introduced in the form of a documented educational program and considered and implemented by institutions responsible for media literacy training at different educational levels. It is expected that media literacy training with a psychological literacy package for media and cyberspace, native and based on Iranian-Islamic culture, will be used by various groups in society, especially adolescents, as one of the most important target groups of the media.