Cyber Security in the Era of COVID-19: Threats to Digital Platforms Stability and Cyber Hygiene Rules

Burlakov, Vyacheslav V.; Skubriy, Evgeniy V.; Orlova, Lyubov N.; Fedotova, Gilyan V.; Sukhinin, Aleksandr V.

doi:10.1007/978-3-030-56433-9_162

Cited by 3 publications

(1 citation statement)

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“…Therefore, cyber hygiene and adequate protective measures mitigate cyber-attack consequences [10]. Cyber-hygiene awareness aims to adopt the best cybersecurity practices to protect and maintain systems and devices connected to the Internet [11]. Moreover, cyber-hygiene enables users of technologies to operate safe and secure online learning behaviours [12].…”

Section: Introductionmentioning

confidence: 99%

A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic

Salem

Sobaih

2023

Electronics

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The spread of SARS-CoV-2 (COVID-19) has made online learning more common worldwide than ever before. However, recent research showed that higher-education students in the Kingdom of Saudi Arabia (KSA) were exposed to cyber threats and attacks during online learning that affected their attitudes toward online learning, despite a high level of cybersecurity infrastructure and digital capabilities in KSA universities. There were several calls for enhancing higher-education students’ cyber-hygiene awareness to improve their cybersecurity behaviours, develop healthy cyber-hygiene habits, and ensure positive attitudes toward online learning amid COVID-19. The current research developed an integrated cyber-hygiene model for improving this behaviour entitled the quadruple “E” approach (QEA), which includes four stages: educate (E1), explore (E2), execute (E3), and evaluate (E4). The research compares students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-implementation of QEA. A sample of 446 bachelor students distributed between females and males in four public KSA universities was adopted during the academic year 2021. The results showed statistically significant differences in students’ cyber-hygiene behaviour and attitude toward online learning pre- and post-adoption of the QEA. Students showed more positive cyber-hygiene behaviour and attitudes toward online learning post-QEA adoption than pre-QEA implementation. In addition, female students have more positive behaviour and attitudes than their male counterparts post the adoption of QEA. The current research stimulates positive cyber-hygiene behaviour and enhances attitudes toward online learning in universities, which have implications for the sustainability of KSA higher education, particularly in relation to SDGs 4 and 10.

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Section: Introductionmentioning

confidence: 99%