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As the need for cybersecurity is growing exponentially along with the development of new technologies, people's resistance to change determine a gap between people's real digital competences and the ideal profile that would allow their optimal functioning in the emerging society. In this article we study how people' perception of technology can be influenced in an era where the use of Internet of Things, social networks, big data is important but the protection of personal data is a must. While Romania introduced coding and IT&C knowledge in gymnasium curricula, the majority of population do not have the chance to attend such courses. The few existent courses in this direction are not enough customised for different social category. Therefore, any attempt to influence the way in which culture is formed must take into account the matching between all the knowledge, opinions, values, norms, signs and symbols that are conveyed in a society with the development stage of that society and with the system of values that its members have internalized. Therefore, comparing traditional teaching and e-learning we will propose a specific blended cybersecurity educational model for building a proper cyber security culture among Romanian population having in mind the complexity of the factors that influence the results of an effective cyber security strategy. Using such a model it will be possible to transmit basic knowledge to the average citizen and to determine him to adopt a behaviour that will allow him the optimal functioning in present days' society.

In their 1968 study "The Teaching-Learning Paradox: A Comparative Analysis of College Teaching Methods", Robert Dubin and Thomas Taveggia found no evidence to indicate any basis for preferring one teaching method over another as measured by the performance of students on course examinations. The conclusion is based on systematic reanalysis of the data of almost 100 comparative studies of different college teaching methods. The teaching-learning process is virtually a black box in which the teaching methods do not influence scholar performance. So rather than focusing on teaching methods, we propose a method for improving scholar performance by a continuous and intelligent monitoring and assessing process of daily knowledge gains. Recent developments in machine learning and data analysis, allow us the use of techniques for unveiling the strengths and weaknesses in the learning process. Our proposed solution is "micro-assessing" each student and after each course, by sending a 5 minutes-long test on their smartphones, collects the result and send it for analysis to a dedicated platform. When the system has sufficient data, it can personalize the tests for each student with focus on areas the student is lacking. It can make recommendations, to teachers, students, school and competent authorities at local or national level. The solution is not a replacement for classical examinations, but it augments the learning experience through interactive and personalized quizzes. The teacher also has a better view over student's knowledge, thus he can do better assessments overall. Student abnormal "deviations" could be detected much faster, while competent authorities could assess the impact of their decisions in near-realtime