Ethical implications for teaching students to hack to combat cybercrime and money laundering

Abstract

Purpose Malicious hackers are increasingly evolving with technology by developing advanced tools to infiltrate. They are looking at micro laundering via sites like PayPal or using job advertising sites, to avoid exposure. Micro laundering makes it possible to launder a large amount of money in small amounts through thousands of electronic transactions. Therefore, the purpose of this paper is to examine whether the ethical hacking pedagogy is both a feasible and effective approach to prepare information security professionals of the future to combat black hat hacking and other forms of unethical conduct in the cyberspace. Design/methodology/approach The paper will specifically explore the ethics and implications of teaching students how to hack. It examines the strengths and limitations of the ethical hacking pedagogy. The discussion will then form the basis for exploring whether ethical hacking pedagogy is logical and justifiable. Findings The research has examined whether the ethical hacking pedagogy is an initiative-taking and effective approach to preparing information security professionals. Teaching students to hack is the only feasible approach to preparing future cybersecurity professionals because such training will allow them to master technical skills necessary for penetration testing. Originality/value A dominant theme that emerged from the research is the inability to evaluate students’ intention and provide oversight after their graduation. Thus, professional networks and peer groups will play an instrumental role in sustaining students in an environment that fosters ethical conduct.