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Mwansa, Gardner, Ricky Ngandu, and Onke Khala. "Cyberbullying Prevalence at a Rural Based University in the Eastern Cape, South Africa." International Journal of Social Science Research and Review 6, no. 12 (2023): 361–86. http://dx.doi.org/10.47814/ijssrr.v7i1.1783.
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Defences within the digital space against cybersecurity include detection, prevention and response to threats using software tools, however, there no significant technology-based defence systems that deal with cyberbullying related threats. A lack of cybersecurity defence systems and limited cybersecuriy awareness may expose students to cyberbullying and students are likely to suffer, resulting in effects such as psychological and emotional abuse that may eventually contribute towards high drop-outs rates. The objective of this study was to investigate the prevalence of cyberbullying among students at a public university based in the Eastern Cape of South Africa. This research study followed a mixed method approach and a thematic analysis guided by the Theory of Reasoned Action (TRA) theoretical framework. The study found strong cyberbullying penetration within the student community under investigation. As part of the study findings, it was found that activities such as cybersecurity awareness programmes may mitigate the impact of cyberbullying on students and such interventions should form part of any higher education institution’s responsibility.
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Nagahawatta, Ruwan, Matthew Warren, and William Yeoh. "A Study of Cyber Security Issues in Sri Lanka." International Journal of Cyber Warfare and Terrorism 10, no. 3 (2020): 59–72. http://dx.doi.org/10.4018/ijcwt.2020070105.
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Cybersecurity is focused on helping the community to make knowledgeable decisions on its adaptation and mitigation. This survey evaluated the level of cybersecurity awareness and discernment amongst university students in Sri Lanka. The study was based on primary data collected through a questionnaire on awareness and the perception of cybersecurity from respondents at universities in Sri Lanka. The results indicated that experience and the level of cybersecurity awareness among university students in Sri Lanka are not significantly low, but there are some knowledge gaps with new threats. Further, the results showed that university students in Sri Lanka were able to identify cybercrime as a threat. These findings necessitate building awareness and developing capacity to improve student's knowledge on the cybersecurity subject especially if universities are to be used as a key focal point in cybersecurity awareness campaigns in Sri Lanka.
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Alammari, Abdullah, Osama Sohaib, and Sayed Younes. "Developing and evaluating cybersecurity competencies for students in computing programs." PeerJ Computer Science 8 (January 17, 2022): e827. http://dx.doi.org/10.7717/peerj-cs.827.
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Changes due to technological development in the workplace are putting pressure on academia to keep pace with the changing nature of work. Due to the growing need for cybersecurity professionals, universities improve their cybersecurity programs to develop qualified cybersecurity competencies. The purpose of this study is to validate the cybersecurity knowledge, skills, and abilities (KSAs) competencies of cybersecurity degree programs using a fuzzy linguistic group decision-making method. This study shows that cybersecurity knowledge is essential, along with technical skills and human abilities for cybersecurity professionals.
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Booc, Neil Bryan B., Kenneth Budiongan, and Ramil Carballo. "Cybersecurity Awareness, and Cybersecurity Behavior of High School Students in Davao City: A Mediation Role of Perceived Behavioral Control." European Journal of Applied Science, Engineering and Technology 2, no. 3 (2024): 4–9. http://dx.doi.org/10.59324/ejaset.2024.2(3).01.
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This study aims to determine the mediating effect of perceived behavioral control in the relationship between cybersecurity awareness and cybersecurity behavior of high school students in Davao City, Philippines drawing on the Theory of Planned Behavior (TPB). Using a quantitative approach, data were collected through a survey questionnaire distributed to 100 high school students in a private school in Davao City. Established measures were used to assess cybersecurity awareness, perceived behavioral control, and cybersecurity behavior, with strict adherence to ethical considerations and data confidentiality. The study discovered a significant positive correlation among students' cybersecurity awareness, perceived behavioral control, and cybersecurity behavior. Both awareness and perceived control were found to be strong predictors of cybersecurity behavior, indicating that students with higher awareness and confidence in their abilities are more likely to engage in positive cybersecurity practices. These findings underscore the importance of educational efforts in promoting cybersecurity behavior among high school students. By enhancing cybersecurity awareness and promoting a sense of control among students, educators, and policymakers can better prepare them to navigate the digital landscape safely. Future research should explore the effectiveness of different educational interventions and assess their long-term impacts on students' cybersecurity behavior.
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Booc, Neil Bryan B., Kenneth Budiongan, and Ramil Carballo. "Cybersecurity Awareness, and Cybersecurity Behavior of High School Students in Davao City: A Mediation Role of Perceived Behavioral Control." European Journal of Applied Science, Engineering and Technology 2, no. 3 (2024): 4–9. https://doi.org/10.59324/ejaset.2024.2(3).01.
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This study aims to determine the mediating effect of perceived behavioral control in the relationship between cybersecurity awareness and cybersecurity behavior of high school students in Davao City, Philippines drawing on the Theory of Planned Behavior (TPB). Using a quantitative approach, data were collected through a survey questionnaire distributed to 100 high school students in a private school in Davao City. Established measures were used to assess cybersecurity awareness, perceived behavioral control, and cybersecurity behavior, with strict adherence to ethical considerations and data confidentiality. The study discovered a significant positive correlation among students' cybersecurity awareness, perceived behavioral control, and cybersecurity behavior. Both awareness and perceived control were found to be strong predictors of cybersecurity behavior, indicating that students with higher awareness and confidence in their abilities are more likely to engage in positive cybersecurity practices. These findings underscore the importance of educational efforts in promoting cybersecurity behavior among high school students. By enhancing cybersecurity awareness and promoting a sense of control among students, educators, and policymakers can better prepare them to navigate the digital landscape safely. Future research should explore the effectiveness of different educational interventions and assess their long-term impacts on students' cybersecurity behavior.
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Agrawal, Garima, Kuntal Pal, Yuli Deng, Huan Liu, and Ying-Chih Chen. "CyberQ: Generating Questions and Answers for Cybersecurity Education Using Knowledge Graph-Augmented LLMs." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (2024): 23164–72. http://dx.doi.org/10.1609/aaai.v38i21.30362.
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Building a skilled cybersecurity workforce is paramount to building a safer digital world. However, the diverse skill set, constantly emerging vulnerabilities, and deployment of new cyber threats make learning cybersecurity challenging. Traditional education methods struggle to cope with cybersecurity's rapidly evolving landscape and keep students engaged and motivated. Different studies on students' behaviors show that an interactive mode of education by engaging through a question-answering system or dialoguing is one of the most effective learning methodologies. There is a strong need to create advanced AI-enabled education tools to promote interactive learning in cybersecurity. Unfortunately, there are no publicly available standard question-answer datasets to build such systems for students and novice learners to learn cybersecurity concepts, tools, and techniques. The education course material and online question banks are unstructured and need to be validated and updated by domain experts, which is tedious when done manually. In this paper, we propose CyberGen, a novel unification of large language models (LLMs) and knowledge graphs (KG) to generate the questions and answers for cybersecurity automatically. Augmenting the structured knowledge from knowledge graphs in prompts improves factual reasoning and reduces hallucinations in LLMs. We used the knowledge triples from cybersecurity knowledge graphs (AISecKG) to design prompts for ChatGPT and generate questions and answers using different prompting techniques. Our question-answer dataset, CyberQ, contains around 4k pairs of questions and answers. The domain expert manually evaluated the random samples for consistency and correctness. We train the generative model using the CyberQ dataset for question answering task.
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Scott, Ben, and Raina Mason. "Cyber as a Second Language? A Challenge to Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.137.
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Cybersecurity pedagogical approaches do not address the challenges faced by students with English as an additional language (EAL). Despite EAL students representing a critical labour force for this important global and multidisciplinary industry, there lacks both research and cohesive solutions to address this issue. Via student interviews and semi-thematic analysis, this paper demonstrates that EAL cybersecurity students express challenges with aspects of cybersecurity content. Secondly, it is shown that predominant cybersecurity education bodies of knowledge and frameworks do not address challenges faced by EAL cybersecurity students.
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Mike Nkongolo, Wa Nkongolo, Thami Sithole, and Jahrad Sewnath. "Cybersecurity Awareness Through Interactive Learning Using the CyberVigilance Game." International Conference on Cyber Warfare and Security 20, no. 1 (2025): 501–10. https://doi.org/10.34190/iccws.20.1.3207.
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Cybersecurity has become increasingly important in today’s digital landscape, with end users bearing a major duty to ensure the security of computer systems. A significant percent of data breaches are associated with human involvement, highlighting the crucial role individuals play in cybersecurity and the necessity of developing practical solutions to mitigate security risks associated with human factors. Traditional training approaches often fail to adequately address cybersecurity-related human errors due to low engagement levels and lack of interactivity. To address these shortcomings, this research introduces 'CyberVigilance,' an instructional cybersecurity game designed for students. It is implemented as an interactive educational game to teach cybersecurity principles. The game contributes to cybersecurity awareness by offering students an engaging, hands-on learning experience. The feedback and scoring mechanisms within the game reinforce the importance of cybersecurity awareness, motivating students to apply what they have learned in practical contexts. Using a multi-agent system (MAS), CyberVigilance integrates cards and feedback to represent various cybersecurity scenarios in a competitive game where students act as defenders against computer-simulated attacks. Students earn points by selecting cards linked to cybersecurity awareness, which enhances their decision-making skills and prepares them for real-world cybersecurity threats. Most importantly, the game captures data on students' performance, which is then analyzed to assess the effectiveness of the MAS in predicting and classifying their actions using machine learning (ML). This ML-driven approach aims to provide insights into students’ decision-making patterns, identify areas needing improvement, and adaptively enhance training by tailoring feedback to strengthen cybersecurity skills.
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Jafri, Azma Melia, Nur'ain Zulaikha Jamaluddin, and Zahidah Zulkifli. "CYBERSECURITY AWARENESS MOBILE APPS FOR SECONDARY SCHOOL STUDENTS: LETSECURE." Journal of Information Systems and Digital Technologies 3, no. 2 (2021): 94–108. http://dx.doi.org/10.31436/jisdt.v3i2.240.
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As our world is connected through information technology, home internet users, including school students, are threatened by cyber-attacks. It leads to an increase in cybersecurity issues and cases. This proves that cybersecurity is receiving insufficient awareness. The most worrying part is when the pandemic Covid-19 outbreak occurred, more people spent their time working from home using the internet and filling their time by browsing the internet. More concern is for the people who did not have any idea how bad and dangerous cybersecurity threats could happen to them. The objective of this paper is to study the current problem and awareness on cybersecurity of secondary school students that focuses on form 4 and 5 students in Malaysia. As part of the results, LetSecure is developed, which is a mobile application that can help to spread awareness about cybersecurity and cybersecurity as a career. In order to develop this system, surveys and interviews have been conducted. The data for surveys that have been collected are from secondary school students and interviews with counselors of SMK Sungai Pusu. The methodology that is being used for this application is System Development Life Cycle (SDLC) and the Object Oriented. LetSecure is developed focusing on the beginners level, which are secondary students and also for people who do not have any basics on cybersecurity or advanced technology. As a conclusion, this application will give a lot of benefit for secondary school students in terms of increasing their awareness on cybersecurity and to choose cybersecurity as a career for their future.
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Kam, Hwee-Joo, and Pairin Katerattanakul. "Enhancing Student Learning in Cybersecurity Education using an Out-of-class Learning Approach." Journal of Information Technology Education: Innovations in Practice 18 (2019): 029–47. http://dx.doi.org/10.28945/4200.
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Aim/Purpose: In this study, the researchers investigated whether the out-of-class learning approach could help the students to attain any valuable learning outcomes for cybersecurity learning and could enhance the perceived value of cybersecurity education among the students. Background: Cybersecurity learning poses challenges for its students to learn a complicated subject matter and the students may be intimidated by the challenging courses in cybersecurity programs. Therefore, it is essential for the faculty members to devise some mechanisms to promote cybersecurity learning to increase its student retention. The mechanism suggested by this study was the out-of-class learning approach. Methodology: The researchers in this study employed a content analysis and adopted a semiotic method to analyze qualitative data. The researchers also conducted crosstabulation analyses using chi-square tests to detect the significant differences in the emerging learning outcomes from the two different out-of-class learning activities investigated in this study. Contribution: This study addressed the difficulty of cybersecurity education and proposed a viable mechanism to promote the student learning in such a complicated subject matter. Findings: For cybersecurity education, the out-of-class learning approach is a viable pedagogical mechanism that could lead the students to several learning outcomes, including connecting them to the real-life scenarios related to the cybersecurity profession, guiding them to their career choices and development, stimulating their intellectual growth, creating their justification of learning, and raising their cybersecurity awareness. Recommendations for Practitioners: The instructors of any cybersecurity programs should incorporate some out-of-class learning activities into the courses in their programs, especially the introductory-level courses. Additionally, it is important to coordinate the out-of-class learning activities with the in-class lessons to enable the students to justify what they have learned in their classrooms and motivate them to learn more. Recommendation for Researchers: Researchers could look beyond in-class learning and laboratory learning to investigate the impacts of out-of-class learning activities on cybersecurity education to help the students to attain better learning outcomes. Impact on Society: By promoting cybersecurity education, universities and colleges could attain a higher retention rate of the students in their cybersecurity programs. The higher retention rate of the students in cybersecurity programs would help to ease the critical shortage of cybersecurity talent. Future Research: Future research could explore the impacts of other out-of-class learning activities on cybersecurity learning; for example: job shadowing, attending cybersecurity conferences, internship, developing cybersecurity systems or tools for actual customers, working on cybersecurity research with faculty members. Additionally, future studies could investigate the effects of the out-of-class learning approach on promoting other academic programs that are characterized by intensely complex and technical nature, similar to cybersecurity programs.
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Garba, Adamu, Maheyzah Binti Sirat, Siti Hajar, and Ibrahim Bukar Dauda. "Cyber Security Awareness Among University Students: A Case Study." Science Proceedings Series 2, no. 1 (2020): 82–86. http://dx.doi.org/10.31580/sps.v2i1.1320.
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This Case Study reports the preliminary results of a quantitative survey aimed to identify students' awareness and enthusiasm to learn cybersecurity in Nigerian Universities. The objective of the survey was to see how students in this developing country are aware of cyber-attacks and how they can mitigate the attacks and to find out if cybersecurity awareness program is part of the University program. The preliminary results indicated that the students claimed to have basic cybersecurity knowledge, but are not aware of how to protect their data. It also appears that most Universities do not have an active cybersecurity awareness program to improve students' knowledge on how to protect themselves from any threats. The surveyed students also show interest in learning more about cybersecurity.
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Balogun, Aishat. "Cybersecurity: Introduction to Steganography." Journal of Technology-Integrated Lessons and Teaching 1, no. 2 (2022): 18–23. http://dx.doi.org/10.13001/jtilt.v1i2.7079.
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This is part of a series of lessons that teach 9th-12th graders about cybersecurity. This lesson begins with a reminder to the students about ethics and cybersecurity and is followed by a problem scenario that introduces the topic of steganography. Students are expected to contribute and explore options and solutions to the problem scenario, followed by a lesson on steganography where students will practice creating their own steganography models as examples. This lesson concludes by having the learners exchange their finished projects (a game) for fellow students to decode the clues as they play the game.
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Kurdi, Barween Al, Mohamad Ali Al Anasweh, Haitham M. Alzoubi, Areeg Al Fouri, Dr Shatha Sakher, and Muhammad Turki Alshurideh. "The Impact of Digital Education on Acquiring Cybersecurity Skills among the Students of the Faculty of Medicine at Al-Balqa Applied University." Migration Letters 20, no. 5 (2023): 370–87. http://dx.doi.org/10.59670/ml.v20i5.3550.
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The study aimed to identify the impact of digital education (digital citizenship, digital skills, digital culture) on acquiring cybersecurity skills (the concept of cybersecurity, cybercrime, cybersecurity challenges). It also aimed to identify both the level of digital education and the level of acquiring cybersecurity skills among students of the Faculty of Medicine at Al-Balqa Applied University. The researcher used the descriptive analytical approach through the study tool, i.e. the questionnaire. The study sample consisted of (150) students withdrawn from the study population through random sampling. The results showed that the level of digital education among the students of the Faculty of Medicine at Al-Balqa Applied University was moderate. The level of acquiring cybersecurity skills among students of the Faculty of Medicine at Al-Balqa Applied University was also moderate. Moreover, the results indicated a statistically significant effect of digital education in all its dimensions (Digital citizenship, digital skills, digital culture) on acquiring cybersecurity skills in its combined dimensions (the concept of cybersecurity, cybercrime, cybersecurity challenges) at a significant level (α ≤ 0.05) among students of the Faculty of Medicine at Al-Balqa Applied University. The study recommended a number of recommendations, including enhancing the acquisition of cybersecurity skills among students of the Faculty of Medicine at Al-Balqa Applied University through a contract to raise and increase the understanding of the concept of cybersecurity and increasing the courses offered to them in the field of digital laws and various digital skills.
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Blanchard, Erin E., Sue S. Feldman, Marjorie Lee White, Ryan Allen, Thad Phillips, and Michelle R. Brown. "Design and Implementation of Tabletop Cybersecurity Simulation for Health Informatics Graduate Students." Applied Clinical Informatics 15, no. 05 (2024): 921–27. http://dx.doi.org/10.1055/s-0044-1790551.
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Abstract Background Experiential learning through simulation allows students to apply didactic knowledge to real-world situations. Tabletop simulation allows for the exploration of a variety of topics, including cybersecurity in health care. Due to its low frequency, yet high-risk nature, simulation is a perfect educational modality to practice responding to a cybersecurity attack. As such, the authors designed and executed a tabletop cybersecurity simulation consisting of a prebriefing, four rounds of injects detailing potential cybersecurity breaches that students must address, and structured debriefings that included input from cybersecurity content experts. This simulation was performed in 2018, 2019, 2022, and 2023, during graduate Health Informatics (HI) students' residential visits. Objective The simulation allowed opportunities for HI students to apply knowledge of cybersecurity principles to an unfolding tabletop simulation containing injects of scenarios they may encounter in the real world. Methods Survey data were used to assess the students' perceptions of the simulation. Topics assessed included overall satisfaction, teamwork and communication, and length of the event. Additionally, in 2022 and 2023, data were collected on psychological safety and whether to include them in future HI residential visits. Results Eighty-eight graduate HI students took part in the cybersecurity simulation over four annual residential visits. Most students were satisfied with the event, found it valuable, and could see it impacting their future practice as informaticists. Additionally, students indicated high levels of psychological safety. Multiple students requested that additional simulations be incorporated into the curriculum. Conclusion A tabletop cybersecurity simulation was utilized to allow HI students the ability to apply knowledge related to cybersecurity breaches to real-world examples. The simulation's best practices of prebriefing, psychological safety, and structured debriefing with expert feedback were emphasized in the simulation's design and implementation. Students found the simulation valuable and worth including in the curriculum.
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Awang, Hapini, Nur Suhaili Mansor, Mohamad Fadli Zolkipli, Sarkin Tudu Shehu Malami, Khuzairi Mohd Zaini, and Ti Dun Yau. "Cybersecurity Awareness among Special Needs Students: The Role of Parental Control." Mesopotamian Journal of CyberSecurity 4, no. 2 (2024): 63–73. http://dx.doi.org/10.58496/mjcs/2024/007.
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The awareness of cybersecurity among special needs students is necessary to help them stay safe while using technology. Recently, a good amount of interest has been drawn toward understanding the concepts and awareness of cybersecurity, and institutions have made efforts to help introduce awareness campaigns to help students understand the concepts of cybersafety, particularly for special needs students. The prior literature has focused primarily on exploring students' preferences, readiness, and experiences with cybersecurity. However, little attention has been given to measuring the level of cybersecurity awareness among students with special needs. To bridge this knowledge gap, the present study conducted an online survey to analyse the level of cybersecurity awareness and parental control among secondary school students with special needs aged 13 to 19 years in Malaysia. The study revealed that special needs students have a moderate level of cybersecurity awareness, with no significant difference among genders or academic streams. However, age does play a role in the level of awareness. Students with better cybersecurity knowledge are more satisfied with their online activities. Educating and monitoring special needs students on cyberattacks, password management, and phishing is crucial. In addition, parental control was found to be reasonable for most parents of students with special needs. This study contributes new knowledge by emphasizing the importance of parental control as a moderating variable in explanatory studies. It also highlights the need for further research in this area to expand the understanding of the importance of cybersecurity and how it can be implemented in specific school environments.
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Szumski, Oskar. "Cybersecurity best practices among Polish students." Procedia Computer Science 126 (2018): 1271–80. http://dx.doi.org/10.1016/j.procs.2018.08.070.
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Wang, Lixin, Jianhua Yang, and Peng-Jun Wan. "Educational modules and research surveys on critical cybersecurity topics." International Journal of Distributed Sensor Networks 16, no. 9 (2020): 155014772095467. http://dx.doi.org/10.1177/1550147720954678.
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Cybersecurity comprised all the technologies and practices that protect data as well as computer and network systems. In this article, we develop four course modules on critical cybersecurity topics that can be adopted in college-level cybersecurity courses in which these topics are covered. Our goal for developing these course modules with the hands-on labs is to increase students’ understanding and hands-on experiences on these critical topics that support cyber skills development for college students. The hands-on labs are designed to enhance students’ engagement and provide them hands-on experiences with real-world cyber activities to augment their cyber education of both foundational and advanced skills. We also conduct research surveys on the most-recent significant research in these critical cybersecurity fields. These cybersecurity course modules with the labs are also designed to help college/university professors enhance and update their cybersecurity course content, activities, hands-on lab exercises, and pedagogical methods, as well as emphasize the cyber skills to meet today’s pressing cybersecurity education needs for college students. Our proposed cybersecurity modules with hands-on labs will also help building the nation’s cybersecurity workforce.
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Abdul Rahman, Khairol Ezedy, Yusri Abdullah, Sumayyah Dzulkifly, Muhammad Modi Lakulu, Mohd Sidek Mohd Yunus, and Wan Norhafiz Ashman Noruddin. "Inculcating Cybersecurity Awareness Among School Students through the Application of Courseware." Journal of Advanced Research in Applied Sciences and Engineering Technology 57, no. 4 (2024): 143–57. https://doi.org/10.37934/araset.59.2.143157.
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Malaysians have been exposed to the internet from a young age, and the COVID-19 pandemic in 2020 further increased internet access and gadget possession among school children due to remote learning. However, this technological progress has also brought about an increased risk of cybersecurity threats. To address this, a cybersecurity awareness courseware was developed to prepare students to utilize cyber infrastructure safely. The research paper focuses on cybersecurity awareness among secondary school students in Malaysia. With technology integration in education expanding, there was a pressing need to equip young learners with essential cybersecurity knowledge and skills. The study has been aimed at developing an interactive courseware to foster a proactive cybersecurity mindset, measuring its effectiveness using data-driven analyses while considering the country's cultural and educational context. The courseware was a web application with tailor-made modules covering topics like Wangiri, phishing, email scammer, social media scammer, and malware. It was designed in collaboration with Cybersecurity Malaysia, the authority for enhancing cybersecurity in the country. The courseware underwent a test run in a selected school, evaluating its success based on participant quiz scores. its development employed the ADDIE method, ensuring a systematic approach. The application of the courseware is expected to help increase cybersecurity awareness among school students while exposing them to cyber threats, potentially reducing the cyber-crime rate in Malaysia. The courseware has since shown promise as a potential addition to the Malaysian school curriculum as a dedicated cybersecurity module.
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Oducado, Ryan Michael, Ella Mae Dinero, Irene Kathrena Fuentes, Janelle Faye De la Peña, and Gabriel Ermita. "Cybersecurity Skills of Filipino Nursing Students at a Public Tertiary Institution." WVSU Research Journal 11, no. 2 (2022): 1–7. http://dx.doi.org/10.59460/wvsurjvol11iss2pp1-7.
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This cross-sectional study assessed the cybersecurity skills of nursing students (n=201) in the Philippines. The Personal Cybersecurity Provision Scale was adopted for data gathering. After describing the data with the use of SPSS version 26, the significant difference between male and female cybersecurity skills was tested using a t-test for Independent samples. Results demonstrated that nursing students had moderate to high cybersecurity skills. However, while they had very high scores in avoiding the untrusted subdimension, only moderate scores were obtained in leaving no trace and protecting the payment information domain. The overall cybersecurity skills of male and female nursing students did not vary significantly.
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Alabab, Buenaventura, Jonathan Cubol, Michael Angelo Pascual, Ednalyn Ubaldo, Divina Roma Sario, and Marjorie Velasco. "Cybersecurity Awareness of College Students in a Private Higher Education Institution." CGCI International Journal of Administration, Management, Education and Technology 1, no. 1 (2024): 51–57. http://dx.doi.org/10.70059/1zw7x826.
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The study assessed the cybersecurity awareness of college students at CGCI, San Jose City, in response to the rising cyber-attack threats. A quantitative approach, particularly a descriptive-correlational research design, was used in the study. The questionnaire was distributed to 291 students across various programs in the institution. Despite advancements in legislation, Filipinos, including students, remain vulnerable. Thus, this research indicates that even Computer Science students fall victim to cyber-attacks. The result revealed that the respondents strongly agree with cybersecurity awareness, which implies that the institution's students knew cybersecurity-related things. Meanwhile, only age was found to be significantly correlated to the level of awareness of the respondents on cybersecurity, which illustrates that respondents' awareness of cybersecurity risks and threats increases with age. In addition, respondents are becoming more conversant with cyberattacks.
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Pitman, Lora. "Solving the Cybersecurity Challenge." International Journal of Cyber Research and Education 5, no. 1 (2024): 1–14. http://dx.doi.org/10.4018/ijcre.351643.
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There is a growing body of literature suggesting that cybersecurity competitions are an important tool for increasing the interest in cybersecurity in light of an urgent need for cybersecurity specialists. At the same time, students rely on their advisors and mentors to be well prepared for these extra-curricular activities. This paper assesses the extent to which educators' and students' views on cybersecurity competitions overlap and to which they differ. The data for the study was collected through three surveys: two, offered to students at Capture the Flag (CTF) events, organized by a higher education institution in Virginia, and one - to teachers/professors who participated in the Virginia Cybersecurity Education virtual conference. Based on the results, we make recommendations how benefits related to cybersecurity competitions can increase for both sides, as they continue to work together to close the cybersecurity skills gap.
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Triplett, William J. "Addressing Cybersecurity Challenges in Education." International Journal of STEM Education for Sustainability 3, no. 1 (2023): 47–67. http://dx.doi.org/10.53889/ijses.v3i1.132.
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This study aimed to address the challenges of cybersecurity in education. As kindergarten through twelfth-grade education shifts to online and remote learning, educators and governments are increasingly vulnerable to the risks of cyberattacks and cybercrimes. This study focused on the strategies that institutions can employ to increase their students’ cybersecurity awareness and simultaneously motivate them to pursue cybersecurity as a career. To achieve the research objectives, a systematic review of ten studies was performed, and the results showed that game-based strategies were effective in increasing students’ awareness about cybersecurity and their interest in pursuing cybersecurity as a career. The study’s implications suggest that game designers and developers may want to develop advanced games that gauge students’ cybersecurity skills and ability to respond to aggressive forms of cyberattacks in addition to enhancing their knowledge of cybersecurity.
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Azzeh, Mohammad, Ahmad Mousa Altamimi, Mahmood Albashayreh, and Mohammad A. Al-Oudat. "Adopting the cybersecurity concepts into curriculum: the potential effects on students' cybersecurity knowledge." Indonesian Journal of Electrical Engineering and Computer Science 25, no. 3 (2022): 1749–58. https://doi.org/10.11591/ijeecs.v25.i3.pp1749-1758.
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This study examines the effect of adopting cybersecurity concepts on the information and technology (IT) curriculum and determines the potential effect on students' knowledge of cybersecurity practices and level of awareness. To this end, a pilot study was first conducted to measure the current level of cybersecurity awareness. The results revealed that students do not have much knowledge of cybersecurity. Thus, a four-step approach was proposed to infuse the relevant cybersecurity topics in five matched courses based on the latest cybersecurity curricular guidelines (CSEC2017). A sample of 42 students was selected purposively without prior knowledge of cybersecurity and divided identically into experimental and control groups. Students in the experimental group were asked to take five consecutive courses over five semesters. In each course, groups went through a pre-test for the infused topics. Then, the experimental group taught the corresponding infused topics. A post-test was administered to both groups at the end of each course, and the t-test was conducted. The results found significant differences between marks of prior and post-tests for 11 out of 14 infused topics. These satisfactory results would encourage universities to infuse cybersecurity concepts into their curriculum.
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Abdul Razack, Adlil Khaliq, and Mohamad Firdaus Mat Saad. "Enhancing Cybersecurity Awareness through Gamification: Design an Interactive Cybersecurity Learning Platform for Multimedia University Students." Journal of Informatics and Web Engineering 3, no. 3 (2024): 21–40. http://dx.doi.org/10.33093/jiwe.2024.3.3.2.
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Cybersecurity has emerged as a critical imperative in contemporary digital landscapes, necessitating heightened awareness and proficiency across all demographic segments. Accordingly, this research has been meticulously crafted to delve into the complexities of cybersecurity awareness, with a specific focus on university students. The study embarks on an exhaustive analysis encompassing the evaluation of cybersecurity awareness levels within the targeted groups, the identification of prevailing issues and practices, and an exploration of novel methodologies, notably gamification, to fortify cybersecurity knowledge and skills among diverse user cohorts. Central to this investigation is the efficacy of gamified learning environments tailored expressly for augmenting cybersecurity awareness among university students. Through a comprehensive examination of existing platforms, methodological frameworks, and user interactions, this research outlines critical trends, challenges, and latent opportunities within the cybersecurity awareness domain, with a specific emphasis on gamification's transformative potential. The study not only identifies key areas for improvement but also proposes innovative solutions rooted in gamified learning paradigms, with the overarching goal of fostering engaging, effective, and sustainable cybersecurity awareness initiatives among students. Drawing upon a synthesis of theoretical constructs, empirical insights, and pragmatic recommendations, this research significantly contributes to the evolving discourse on cybersecurity education. By underscoring the transformative efficacy of gamification as a pivotal tool in cybersecurity awareness initiatives, this study overlays the way for substantial advancements in cybersecurity education paradigms, offering a roadmap for enhancing cybersecurity awareness levels among university students and beyond.
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Hnaif, Adnan, Areej Mofeed Derbas, and Sally Almanasra. "Cybersecurity integration in distance learning: an analysis of student awareness and attitudes." Indonesian Journal of Electrical Engineering and Computer Science 33, no. 2 (2024): 1057–66. https://doi.org/10.11591/ijeecs.v33.i2.pp1057-1066.
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With the rapid growth of distance learning, especially since the COVID-19 pandemic, cybersecurity has become increasingly essential to protect students, instructors, and institutions from cyber threats. This paper examines the role of cybersecurity in enhancing students’ security awareness during distance learning. A literature review covers critical cyber threats in distance learning and strategies to mitigate risks through cybersecurity tools, policies, training, and promoting a culture of cybersecurity. Primary research was conducted by surveying 531 university students engaged in distance learning to assess their cybersecurity awareness, attitudes, and behaviors. Results indicate relatively low awareness and adoption of secure practices. Recommendations include implementing multi-layered cybersecurity defenses, student security awareness training, and nurturing a “human firewall” through a cyber-aware campus culture. Cyber risks can be reduced through proactive partnerships between students, faculty, information technology (IT) staff, and administrators to secure distance learning environments.
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Henderson, David, Michael Lapke, and Christopher Garcia. "SQL Injection: A Demonstration and Implications for Accounting Students." AIS Educator Journal 11, no. 1 (2016): 1–8. http://dx.doi.org/10.3194/1935-8156-11.1.1.
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ABSTRACT The purpose of this paper is to present a pedagogical case that demonstrates how a prevalent cybersecurity threat, SQL Injection (SQLi), operates. Prompted by questions from students such as: “How do cybersecurity threats work?” and “What specific actions can organizations take to mitigate cybersecurity threats?”, this paper demonstrates the technical inner-working of SQLi. Students first answer background questions on SQLi and then simulate SQLi in both a Microsoft Access and web-based environment.
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Desmet, Ophélie A., Danielle M. Crimmins, Gerniya Flewellen, and Kathryn C. Seigfried-Spellar. "Students’ Perceptions of a Cyber Enrichment Program." Gifted Child Today 46, no. 4 (2023): 266–72. http://dx.doi.org/10.1177/10762175231186904.
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The purpose of the present study was to evaluate a cybersecurity and digital forensics enrichment program for gifted and talented students to determine students' perceptions of this enrichment course. We evaluated data from 25 secondary education students and one educator to examine their perceptions of the program. Responses from students and the teacher indicated that the cyber enrichment program was well-received by students. Findings demonstrated that authentic and hands-on experiences with cybersecurity and digital forensics were associated with students' perceiving the program as appealing and meaningful and perceiving themselves as highly efficacious when it comes to cybersecurity and digital forensics. Future research directions are discussed.
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Azzeh, Mohammad, Ahmad Mousa Altamimi, Mahmood Albashayreh, and Mohammad A. AL-Oudat. "Adopting the cybersecurity concepts into curriculum: the potential effects on students’ cybersecurity knowledge." Indonesian Journal of Electrical Engineering and Computer Science 25, no. 3 (2022): 1749. http://dx.doi.org/10.11591/ijeecs.v25.i3.pp1749-1758.
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<span>This study examines the effect of adopting cybersecurity concepts on the information and technology (IT) curriculum and determines the potential effect on students' knowledge of cybersecurity practices and level of awareness. To this end, a pilot study was first conducted to measure the current level of cybersecurity awareness. The results revealed that students do not have much knowledge of cybersecurity. Thus, a four-step approach was proposed to infuse the relevant cybersecurity topics in five matched courses based on the latest cybersecurity curricular guidelines (CSEC2017). A sample of 42 students was selected purposively without prior knowledge of cybersecurity and divided identically into experimental and control groups. Students in the experimental group were asked to take five consecutive courses over five semesters. In each course, groups went through a pre-test for the infused topics. Then, the experimental group taught the corresponding infused topics. A post-test was administered to both groups at the end of each course, and the t-test was conducted. The results found significant differences between marks of prior and post-tests for 11 out of 14 infused topics. These satisfactory results would encourage universities to infuse cybersecurity concepts into their curriculum.</span>
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Hnaif, Adnan, Areej Mofeed Derbas, and Sally Almanasra. "Cybersecurity integration in distance learning: an analysis of student awareness and attitudes." Indonesian Journal of Electrical Engineering and Computer Science 33, no. 2 (2024): 1057. http://dx.doi.org/10.11591/ijeecs.v33.i2.pp1057-1066.
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<div align="center"><span>With the rapid growth of distance learning, especially since the COVID-19 pandemic, cybersecurity has become increasingly essential to protect students, instructors, and institutions from cyber threats. This paper examines the role of cybersecurity in enhancing students’ security awareness during distance learning. A literature review covers critical cyber threats in distance learning and strategies to mitigate risks through cybersecurity tools, policies, training, and promoting a culture of cybersecurity. Primary research was conducted by surveying 531 university students engaged in distance learning to assess their cybersecurity awareness, attitudes, and behaviors. Results indicate relatively low awareness and adoption of secure practices. Recommendations include implementing multi-layered cybersecurity defenses, student security awareness training, and nurturing a “human firewall” through a cyber-aware campus culture. Cyber risks can be reduced through proactive partnerships between students, faculty, information technology (IT) staff, and administrators to secure distance learning environments.</span></div>
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Williams, Lowri, Eirini Anthi, Yulia Cherdantseva, and Amir Javed. "Leveraging Gamification and Game-based Learning in Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 11, no. 1 (2024): 8. http://dx.doi.org/10.53735/cisse.v11i1.186.
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This paper investigates the use of gamification and game-based learning in the field of cybersecurity education. Due to their technical complexity and lack of coherence, traditional pedagogical methods, such as lectures, may fail to engage and inspire students, especially those from non-cyber backgrounds. To address this issue, we devised two distinct cybersecurity frameworks/games based on traditional Capture The Flag (CTF) competitions; an open-ended CTF event and a story-based CTF. Such games have demonstrated potential across multiple disciplines, including computer science, physics, mathematics, and engineering, as well as across multiple levels of study including undergraduate and postgraduate students. The positive feedback and significant increase in the interest to pursue a postgraduate course in cybersecurity, especially among non-cybersecurity students, attest to the success of this gamification strategy. As such, this paper provides valuable insights for enhancing the attractiveness and efficacy of cybersecurity education, thereby encouraging a broader spectrum of non-technical and non-cybersecurity students to pursue this crucial field.
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Dapitan, Jared U., John Michael M. Butchayo, Jun Lloyd R. Palma, Marinella A. Arevalo, Angelita B. Alvarico, and Jose F. Cuevas Jr. "Measuring the Level of Cybersecurity Awareness among Senior High School Students." Mediterranean Journal of Basic and Applied Sciences 08, no. 02 (2024): 208–17. http://dx.doi.org/10.46382/mjbas.2024.8216.
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This study aimed to assess the level of cybersecurity awareness among senior high school students at one of the educational private institutions in Ozamiz City, focusing on their profiles in terms of age, gender, grade level, and academic strand. Using random sampling, 100 students were selected to ensure a representative distribution. The study sought to determine the demographic profile of the respondents, evaluate their level of cybersecurity awareness, and investigate significant differences in awareness levels based on demographic factors. The findings revealed that the majority of respondents were 17 years old, predominantly male, and mainly in Grade 11, with varied social media usage indicating diverse online exposure. The students exhibited a "Knowledgeable" level of cybersecurity awareness, showing a consistent understanding across the population but highlighting the need for further improvement. Significant differences in cybersecurity awareness were found based on age, gender, and grade level, suggesting the necessity for tailored education programs. The study concluded that demographic diversity necessitates customized cybersecurity education to address specific needs and vulnerabilities. Effective education should combine theoretical knowledge with practical skills and critical thinking, integrated into the high school curriculum. Tailored approaches for different age groups and gender-specific strategies are recommended to ensure comprehensive and relevant cybersecurity education. These findings underscore the importance of personalized instructional strategies in enhancing students' digital safety and preparedness. Consequently, schools and policymakers should prioritize robust cybersecurity education programs that cater to diverse student demographics, fostering a higher level of cybersecurity awareness and promoting safer digital habits among senior high school students.
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Jansen van Vuuren, Joey, Mafika Nkambule, and Louise Leenen. "Identifying Cybersecurity Elements for a Cybersecurity Framework in Higher Education." International Conference on Cyber Warfare and Security 20, no. 1 (2025): 584–94. https://doi.org/10.34190/iccws.20.1.3313.
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This study provides a framework and strategy for the creation of a cybersecurity culture in higher education institutions. Cybersecurity is identified as very important in higher education institutions have to accept responsibility for protecting the institution’s assets and personal information of staff and students. This study focuses on the challenges that higher education institutions confront in creating a cyber-secure environment, of which many relate to culture. Establishing a strong cybersecurity culture can be difficult due to variables such as the institution's size and the relatively short duration of student enrolment, which is three to four years on average. The paper includes a detailed roadmap for creating an appropriate cybersecurity culture in higher education institutions. It emphasises the critical role played by all parties concerned in achieving this goal, including administrators, academic staff, and students. As a result, higher education institutions can build a culture that prioritises cybersecurity and fosters safe behaviour among all participants while adhering to the principles presented in this paper.
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Ahmad Badela, Norshadila. "FOSTERING CYBERSECURITY CONSCIOUSNESS: ASSESSING AWARENESS AMONG STUDENTS AND STAFF IN A TECHNICAL INSTITUTION." International Journal of Modern Trends in Social Sciences 7, no. 27 (2024): 26–39. http://dx.doi.org/10.35631/ijmtss.727003.
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This research seeks to assess the level of cybersecurity awareness among both students and staff at Politeknik Mersing by means of a comprehensive survey study. The survey questionnaire encompassed a wide array of topics pertaining to cybersecurity knowledge and practices, ranging from email protocols and password management to recognizing phishing attempts and understanding various security concepts. A total of 136 respondents participated in the survey, offering valuable insights into their cybersecurity habits. The results unveiled a varied level of cybersecurity awareness among the participants, showcasing strengths in certain areas while also highlighting notable gaps in others. Particularly, the findings shed light on concerning behaviours such as the tendency to open emails from unfamiliar sources and the practice of using identical passwords across different platforms. These discoveries underscore the critical need for implementing thorough cybersecurity awareness initiatives at Politeknik Mersing, aimed at bridging the identified disparities and promoting safe online conduct. Tailored educational campaigns and continuous training initiatives are recommended to bolster cybersecurity knowledge and instil responsible behaviours. By fortifying cybersecurity awareness, Politeknik Mersing can effectively safeguard sensitive data and mitigate the inherent risks posed by cyber threats. It is advisable to conduct further research to assess the efficacy of specific cybersecurity education interventions and their enduring impact on individuals' attitudes and behaviours.
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Joseph, Jude Dominique. "Increasing Diversity in Cybersecurity." International Journal of Information Systems and Social Change 16, no. 1 (2025): 1–19. https://doi.org/10.4018/ijissc.381680.
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The underrepresentation of people of color in cybersecurity and science, technology, engineering, and mathematics (STEM) is a persistent challenge with multifaceted implications. Addressing this issue requires a comprehensive understanding of the barriers to entry and effective strategies for engaging students of color in these disciplines. This article explores various approaches, policies, and initiatives to foster interest and participation in cybersecurity among students of color. This article draws upon theoretical frameworks and research to examine cultural perceptions, social factors, educational opportunities, mentorship programs, and community outreach efforts. This article contributes to the ongoing discourse on promoting diversity and inclusion in cybersecurity education by examining existing literature and presenting practical recommendations. Ultimately, it underscores the importance of collaborative efforts across academia, government, industry, and community organizations to create inclusive environments and pathways for students of color to pursue and thrive in career paths in STEM and cybersecurity.
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Parikh, Varsha, and Mansi Nimbekar. "Socializing the Impact: An Analysis of the Theory of Planned Behavior's Influence on Increasing University Students' Cybersecurity Awareness." Journal of Community Development 4, no. 2 (2023): 139–56. http://dx.doi.org/10.47134/comdev.v4i2.162.
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The study aimed to assess cybersecurity awareness among university students in Vadodara, India, using the Theory of Planned Behavior (TPB) framework. The study involved 242 students from selected universities, selected using a snowball sampling method. Data was collected through Google Forms and email, and the Statistical Package for the Social Sciences (SPSS) programme was used for statistical analysis. The majority of students were young (18-23 years old), with moderate internet usage and primary digital competency skills. Only 17% reported experiencing issues during cyber surfing. The study found that most students had low awareness, lower knowledge, and negative perceptions about cybersecurity. Most students followed unsafe cybersecurity practices and had a negative attitude towards cybersecurity. The study also examined the correlation between TPB constructs.
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Mathews, Nate, Christopher Schwartz, and Matthew Wright. "Teaching Generative AI for Cybersecurity: A Project-Based Learning Approach." Journal of The Colloquium for Information Systems Security Education 12, no. 1 (2025): 10. https://doi.org/10.53735/cisse.v12i1.211.
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In the Spring 2024 semester, we introduced an elective course titled “Generative AI and Cybersecurity” for MS and upper-division BS students specializing in cybersecurity at our university. The course was designed to equip students with a foundational understanding of Generative AI, particularly large language models (LLMs) like GPT-4, and explore their applications within the field of cybersecurity. Through a combination of classroom instruction, hands-on projects, and industry guest lectures, students engaged with the technical, ethical, and legal dimensions of AI in cybersecurity. The course emphasized practical learning, with students gaining experience in AI tools such as ChatGPT, as well as developing skills in prompt engineering and API usage. While some students were eager for even more technical AI content, they appreciated the hands-on learning, insights from industry guest speakers, and the chance to see how the more powerful models like GPT-4 could be usefully applied to cybersecurity problems.
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Rufino, Claire, and Warren Moyao. "Cybersecurity Awareness and Practices Among Criminal Justice Students in One Higher Educational Institution in Cordillera." Technium Social Sciences Journal 71 (May 8, 2025): 215–32. https://doi.org/10.47577/tssj.v71i1.12703.
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Cybersecurity has emerged as an essential component of contemporary living in the digital realm, where practically all transactions, including those of students, occur online. The study attempts to determine the present degree of student awareness to potentially identify cybersecurity vulnerabilities in their operations. A survey employing Likert-scale questions was conducted among college students pursuing criminal justice degrees to assess their cybersecurity understanding, experiences, and practices. The acquired data were analyzed via descriptive statistics. Students exhibit a considerable understanding of established cybersecurity issues; yet they continue to engage in minor problematic behaviors, particularly with social networking, which remains susceptible to exploitation by cyber offenders. Consequently, additional efforts are encouraged not only to promote awareness but also to translate awareness of cybersecurity issues into tangible behaviors.
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Prof., Shaheen Shaikh. "CYBERSECURITY AWARENESS AMONG STUDENTS: A RESEARCH REVIEW." Scholarly Research Journal for Interdisciplinary studies 13, no. 87 (2025): 211–18. https://doi.org/10.5281/zenodo.15148374.
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<em>The incorporation of digital technology in education has increased students' exposure to cyber threats, making cybersecurity awareness a critical concern. This literature review examines students' awareness of cyber threats, prevalent vulnerabilities, and the efficacy of educational interventions. The findings indicate that while students grasp basic risks, their cybersecurity practices are inconsistent and often render them susceptible to phishing, social engineering, and ransomware attacks. Common perilous practices encompass password reuse, neglecting software updates, and carelessly accessing unsecured public Wi-Fi networks. Through efforts such as seminars, gamification, and peer-driven campaigns, which have proven effective in enhancing students' ability to recognize and combat cyber dangers, educational institutions play a crucial role in raising awareness. The research demonstrates the influence of parental involvement, peer networks, and social media on students' digital conduct. Two-factor authentication and the incorporation of cybersecurity modules into the curriculum significantly reduce hazardous behaviors through institutional rules. Awareness programs must adapt to evolving cyberthreats to cultivate improved digital practices among students. The paper underscores the necessity of a dynamic and multifaceted approach to cybersecurity education, integrating frequent training, practical experience, and community involvement to foster a safer digital environment for students.</em>
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Tikanmäki, Ilkka, and Jyri Rajamäki. "Research in Education: Case Cybersecurity Project." European Conference on Research Methodology for Business and Management Studies 24, no. 1 (2025): 122–31. https://doi.org/10.34190/ecrm.24.1.3725.
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This action research investigates the integration of research into education through the Cybersecurity ProjectCourse at Laurea University of Applied Sciences. The research period spans from spring 2022 to autumn 2024, during whichthe course produced research and development material for the DYNAMO project. The course, designed for bachelor-levelstudents consists of 5 credits, and is aimed at preparing students with essential research skills in safety, security, riskmanagement, and business information technology (cybersecurity). The study focuses on students' development in applyingcybersecurity competence, project management, risk assessment, risk control, and communication skills. The research isfocused on providing insights that can be used to optimise future educational programs in cybersecurity and riskmanagement. The course utilises a structured module-based methodology to assess the efficiency of the study unit and itspotential to influence the design of future security and risk management training programs. The learning platform, CANVAS,enhances students' learning experiences using various tools. This study focuses on evaluating the knowledge andcontributions from the DYNAMO project. Collaboration between cybersecurity students and research, development, andinnovation partners is enhanced through action research principles and empirical observation. The tasks in the course's sixmodules and orientation module help students develop their technical and soft skills. The findings show that students had apositive experience using platforms like Microsoft Teams for project management. Despite some finding the course moretheoretical than expected, they valued the focus on writing scientific articles and understanding governance models. Thecourse improved students' project management, risk assessment, and ethical considerations in cybersecurity, and led to thecreation of several research papers for the DYNAMO project, offering valuable insights into cybersecurity governance,awareness, and threat intelligence. The study concludes that integrating research into cybersecurity education fosters aresearch culture, enhances flexibility, and prepares students for future projects. Collaboration with companies is crucial foraddressing cybersecurity challenges. The course's structured approach and multi-sensory learning techniques provide anenjoyable experience, equipping students with valuable professional skills. These findings highlight the importance ofincluding real-life research projects in the curriculum to improve students' learning and professional competence incybersecurity.
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Bognár, László, and László Bottyán. "Evaluating Online Security Behavior: Development and Validation of a Personal Cybersecurity Awareness Scale for University Students." Education Sciences 14, no. 6 (2024): 588. http://dx.doi.org/10.3390/educsci14060588.
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As the digital age permeates higher education, the cybersecurity awareness of university students has emerged as a pressing concern. This study examines the behavioral factors influencing students’ cybersecurity practices, developing a robust, empirically validated survey. Our research applies a comprehensive framework employing both exploratory and confirmatory factor analyses (EFA; CFA) to affirm the survey’s ability to capture the intricate dimensions of students’ cybersecurity awareness. A structural equation model (SEM) has been developed to delineate and scrutinize five key dimensions of cybersecurity behaviors within the student body. Post-validation, we utilized this model to conduct a thorough comparative analysis of cybersecurity behaviors among members of the varied student demographic that participated in the survey. The investigation included an examination of behavior across genders, age groups, academic disciplines, and cultural backgrounds, shedding light on the diverse cybersecurity behaviors that define the modern student experience. Our research ultimately strives to contribute to the enhancement of digital security in educational environments, aligning student online practices with robust security measures and nurturing a cybersecurity-aware culture in academia.
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Titi, Khader Musbah Ismail. "Comprehensive Analysis of Cybersecurity Awareness Among Students’ Universities." International Journal of Innovative Technology and Exploring Engineering 14, no. 5 (2025): 6–14. https://doi.org/10.35940/ijitee.e4613.14050425.
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Cybersecurity awareness has become a crucial issue in the digital age, especially with the increasing cyber threats targeting individuals and institutions alike. This study aims to assess the level of cybersecurity awareness among Jordanian university students by analyzing influencing factors such as gender, academic major, and geographic location. A survey was conducted on 150 students from various departments, and the data was analyzed using SPSS and MS Excel to extract statistical results. The findings revealed that students in computer and information technology disciplines had higher awareness levels than others, and students in urban areas exhibited higher awareness than those in rural areas. The study recommends increasing awareness programs and integrating cybersecurity into the curricula of all disciplines.
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Alqahtani, Mohammed A. "Factors Affecting Cybersecurity Awareness among University Students." Applied Sciences 12, no. 5 (2022): 2589. http://dx.doi.org/10.3390/app12052589.
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One of the essential stages in increasing cyber security is implementing an effective security awareness program. This work studies the present level of security knowledge among Imam Abdulrahman Bin Faisal University college students. A module was created to assist the students in becoming more informed. The main contribution of this work is an assessment of cybersecurity awareness among the university students based on three essential aspects: password security, browser security, and social media. Numerous questions were designed and sent to them to evaluate their awareness. The current survey received as many as 450 responses with their answers. Various statistical analyses were applied to the responses, including the validity and reliability test, feasibility test of a variable, correlation test, multicollinearity test, multiple regression, and heteroskedasticity test, carried out using SPSS. Furthermore, a multiple linear regression model and coefficient of determination, a hypothesis test, ANOVA test, and a partial test using ANOVA were also carried out. The hypothesis investigated here concerns password security, browser security, and social media. The results of partial hypothesis testing using a t-test showed that the password security variable significantly affects cybersecurity awareness (p-value = 0.0001). The regression coefficient of the password security variable in the multiple linear regression model was found to have a beta value of 0.147. In addition, the browser security variable significantly affects awareness, with a p-value = 0.0001. The regression coefficient of the password security variable had a beta value of 0.188. The social media activities variable significantly affects cybersecurity awareness (p-value = 0.0001). The regression coefficient of the social media activities variable had a beta value of 0.241. Based on the research conducted, it is concluded that knowledge of password security, browser security, and social media activities significantly influences cybersecurity awareness in students. Overall, students have realized the importance of cybersecurity awareness.
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Ge, Jin, Tu Manghui, Kim Tae-Hoon, Heffron Justin, and White Jonathan. "Evaluation of Game-Based Learning in Cybersecurity Education for High School Students." Journal of Education and Learning (EduLearn) 12, no. 1 (2018): 150–58. https://doi.org/10.11591/edulearn.v12i1.7736.
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Game based learning is a new game play mechanism that the players explore various aspects of game play in a learning context designed by the instructor or the game designer. Nevertheless, general acceptance of game based learning as a new learning paradigm was deferred by a lack of wellcontrolled, large sample efficacy studies. To address the increasing need of cybersecurity workforce, this paper introduces a game based learning method for high school cybersecurity education. Purdue University Northwest launched GenCyber high school summer camps to about 200 high school students in Chicago metropolitan area. The survey conducted after the summer camp indicated that the game based learning for cybersecurity education was very effective in cybersecurity awareness training. Further analysis of survey data revealed that there is a gender difference in raising students’ interests in cybersecurity and computer science education using game based learning method.
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Adamu, Abdullahi Garba, Muhamad Siraj Maheyzah, and Hajar Othman Siti. "An assessment of cybersecurity awareness level among Northeastern University students in Nigeria." International Journal of Electrical and Computer Engineering (IJECE) 12, no. 1 (2022): 572–84. https://doi.org/10.11591/ijece.v12i1.pp572-584.
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The world economy today has adopted the internet as a medium of transactions, this has made many organizations use the internet for their daily activities. With this, there is an urgent need to have knowledge in cybersecurity and also how to defend critical assets. The objective of this paper is to identify the level of cybersecurity awareness of students in Northeastern Nigeria. A quantitative approach was used for data collection and cyberbully, personal information, internet banking, internet addiction, and Self-protection were the items ask for cybersecurity awareness level identification. Descriptive analysis was performed for initial result findings using SPSS and OriginPro for graphical design. the preliminary result shows of the students have some basic knowledge of cybersecurity in an item like internet banking, while other items like cyberbully, self-protection and, internet addiction result show moderate awareness, the students' participation based on gender, males constitute 77.1% i.e. (N=340) and females constitute 22.9% i.e. (N=101). Future research would concentrate on designing awareness programs that would increase the level of their awareness especially the students in the Northeastern part of Nigeria.
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Morais, José, Jorge Simões, Justino Lourenço, and Sérgio Sargo. "Perceptions on gamification towards cybersecurity literacy: social sustainability of educative projects." Revista EDaPECI 22, no. 3 (2022): 63–77. http://dx.doi.org/10.29276/redapeci.2022.22.318247.63-77.
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Covid19 pandemic has stimulated both the discussion on the use of IT related teaching tools and the exposure of the student population to vulnerabilities linked to cybersecurity literacy. The study presented is based on the assumption that the use of gamification as an element or tool that promotes learning within digital environments may be feasible, and more specifically may function as a teaching element on issues related to cybersecurity for students, especially for higher education students. In order to quantify the openness of students to such a tool path, quantitative methodology was used, and a survey was carried out in two Polytechnic Institutions (PI), achieving a sample of 95 students, and seeking perceptions on positive impacts resulting from the creation of a game scenario for better learning. The statistical analysis conducted tested hypotheses regarding representations and practices about gamification and cybersecurity. Results show that students, regardless of their higher education course, clearly understand what Gamification is and its goals, and also that students adopt good cybersecurity practices according to their higher education course. This last result goes accordingly with the supposition that gamification can and should be used in cybersecurity literacy.
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Rosta, Gabriella, and László Bottyán. "On the factors of students' cybersecurity behavior." PedActa 14, no. 1 (2024): 58–66. http://dx.doi.org/10.24193/pedacta.14.1.6.
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The article is an exploratory research on the security awareness of university students in the light of various sociodemographic factors. Information technology, and information security in particular, plays a critical role in this context. Awareness is a fundamental component of security preparedness because it empowers individuals to recognize and respond to security threats and fosters a security culture. By educating students and teachers about the importance of security and best practices, educational organizations can significantly enhance their overall security posture. The article points out that raising awareness of information security is not a simple task and requires a systematic approach. In this respect, education has both the potential and the responsibility to develop an information security mindset. The results of the article show that although the average response value of 3.735 suggests a security-aware attitude, the significant difference between the minimum and maximum values indicates a high variability. Looking in more detail at information security factors, the article reveals that law students are more cautious about protecting personal data, while IT and engineering students are more open to online banking and shopping.
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Hasan, Mehedi, Maria Akter Sampa, and Muhammad Kawsar Mahmud. "Understanding Cybersecurity Awareness Among Students in Bangladesh." Society & Sustainability 7, no. 1 (2025): 67–76. https://doi.org/10.38157/ss.v7i1.682.
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Cybersecurity awareness is essential in the digital era, especially for university students, who are extensively engaged online and often vulnerable to cyber threats. Everyone now depends on the cyber world, increasing the space for cybercrime. Cybercrime is evolving into a severe issue in today’s scenario. Cybercriminals use numerous tricks to cheat people. The cyber world has become a forte for everyone, from the government sector to people in business, school students to university students, and teenagers to adults. This kind of crime is alarmingly increasing in Bangladesh. A glomming threat has already been noted to exist in information technology. The primary purpose of this study was to explore how students keep sufficient knowledge about cybercrime to protect themselves from any unwanted situation. Primary data was collected through interviews, while secondary data was obtained by reviewing various reports, articles, and newspapers. Purposive sampling was employed to gather primary data from a diverse group of university students. Here, SPSS Version 24 has been utilized for data analysis. The study revealed mixed awareness and compliance among stakeholders in password management, browser security, and social media use, highlighting the need for better cybersecurity education. The study underscores the need for improved cybersecurity education to protect university students from growing cyber threats due to their limited awareness and risky online practices.
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Mattord, Herbert, and Michael Whitman. "Mentoring Cybersecurity Students in Online Degree Programs." Journal of The Colloquium for Information Systems Security Education 12, no. 1 (2025): 6. https://doi.org/10.53735/cisse.v12i1.205.
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This paper examines the design, implementation, and continuous improvement of a successful mentoring program integrated into cybersecurity capstone courses at Kennesaw State University, aimed at bridging the gap between academic learning and real-world experience. Faced with a need to implement experiential outcomes for cybersecurity graduates, the university introduced a structured mentoring initiative involving industry executives and technical leads to enhance students' professional development, networking opportunities, and practical skills. The program’s structured approach to integrating industry mentorship has contributed to enhanced student engagement and provided valuable experiential learning opportunities. A continuous improvement process, anchored by after-action reviews at the end of each semester, allows the program to evolve in response to participant feedback, ensuring alignment with educational goals and addressing diversity, equity, and inclusion (DEI) challenges in the field. The paper concludes that this mentoring initiative offers students the opportunity to improve outcomes and underscores the importance of integrating experiential learning opportunities within academic curricula. Recommendations for institutions adopting similar programs include prioritizing mentor selection and training, implementing continuous feedback loops, and emphasizing mentor commitment to maximize student benefits.
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Alzaidi, Nadia. "Cybersecurity awareness among female students at Taif University's faculty of computing and information technology." Global Journal of Information Technology: Emerging Technologies 15, no. 1 (2025): 47–63. https://doi.org/10.18844/gjit.v15i1.9722.
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This study investigates the level of student awareness regarding cybersecurity concepts and the methods for achieving cybersecurity within a higher education context. While cybersecurity is a critical component of modern digital literacy, there remains a need to assess how well students comprehend both its foundational concepts and practical applications. This study addresses this gap by examining variations in awareness based on academic degree, specialization, and year of study. A descriptive survey design was employed, and data were collected using a structured questionnaire consisting of two domains. The sample comprised 382 students from a college of computers and information technology. The results revealed a high level of awareness of both cybersecurity concepts and strategies for implementation. Statistically significant differences were identified based on academic degree, with higher awareness among female bachelor’s students. Differences were also observed across specializations, favoring students in computer science, information technology, and computer engineering. Additionally, academic year influenced awareness levels, with higher levels reported in the first, third, fourth, and fifth years. The findings emphasize the importance of tailoring cybersecurity education to student demographics and suggest areas for curricular enhancement. Keywords: Awareness; cybersecurity; digital literacy; higher education; student learning
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Antunes, Mário, Carina Silva, and Frederico Marques. "An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context." Applied Sciences 11, no. 23 (2021): 11269. http://dx.doi.org/10.3390/app112311269.
Full textAbstract:
Digital exposure to the Internet among the younger generations, notwithstanding their digital abilities, has increased and raised the alarm regarding the need to intensify the education on cybersecurity in schools. Understanding of the human factor and its influence on children, namely their attitudes and behaviors online, is pivotal to reinforce their awareness towards cyberattacks, and to promote their digital citizenship. This paper aims to present an integrated cybersecurity and cyberawareness strategy composed of three major steps: (1) Cybersecurity attitude and behavior assessment, (2) self-diagnosis, and (3) teaching/learning activities. The following contributions are made: Two questionnaires to assess risky attitudes and behaviors regarding cybersecurity; a self-diagnosis to measure students’ skills on cybersecurity; a lesson plan addressing cyberawareness to be applied on Information and Communications Technology (ICT) and citizenship education curricular units. Cybersecurity risky attitudes and behaviors were evaluated in a junior high school population of 164 students attending the sixth and ninth grades. The assessment focused on two main subjects: To identify the attitudes and behaviors that raise the risk on cybersecurity among the participating students; to characterize the acquired students’ cybersecurity and cyberawareness skills. Global and individual scores and the histograms for attitudes and behaviors are presented. The items in which we have observed significant differences between sixth and ninth grades are depicted and quantified by their corresponding p-values obtained through the Mann–Whitney non-parametric test. Regarding the results obtained on the assessment of attitudes and behaviors, although positive, we observed that the attitudes and behaviors in ninth grade students are globally inferior compared to those attained by sixth grade students. The deployed strategy for cyberawareness was applied in a school context; however, the same approach is suitable to be applied in other types of organizations, namely enterprises, healthcare institutions and public sector.