K-12 Cybersecurity Education, Research, and Outreach

Javidi, Giti; Sheybani, Ehsan

doi:10.1109/fie.2018.8659021

Cited by 26 publications

(15 citation statements)

References 10 publications

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“…However, this doesn't mean that other students don't need to learn cybersecurity. All teachers and students need to learn cybersecurity (Javidi & Sheybani, 2018). Exciting teaching and learning need to be implemented to raise awareness of cybersecurity.…”

Section: Cybersecurity In Teaching and Learningmentioning

confidence: 99%

Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

Zainal¹,

Puad²,

Sani³

2021

ASS

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Today, cybersecurity is a growing issue in our education society to ensure a safe teaching and learning process for teachers and students. Reports and studies demonstrated that teachers and students are moderately aware of the cybersecurity threat surrounding them that could affect the learning curve and other fatal impacts. This study aims to identify the role of self-efficacy in the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. The researchers used a correlational design with a quantitative approach by using a questionnaire instrument to collect data from teacher respondents. A total of 350 teachers in took part in this survey voluntarily, distributed using social media applications in the midst of the Covid-19 pandemic. The researchers used the IBM SPSS Statistics to analyze the data descriptively and inferentially. The levels of knowledge, attitude, self-efficacy, and environment behavior of Malaysian school teachers towards cybersecurity awareness are low. Self-efficacy acts as a moderator in influencing the relationship between knowledge, attitude, and environment behavior of cybersecurity awareness. Strategies and programs need to be initiated by stakeholders to increase the self-efficacy of cybersecurity that could assist the positive change of environment behavior among teachers for teaching and learning benefit.

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Section: Cybersecurity In Teaching and Learningmentioning

confidence: 99%

Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

Zainal¹,

Puad²,

Sani³

2021

ASS

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“…Currently, this stereotype has contributed to the narrow pipeline of new recruits, from different disciplines, into the subject of cybersecurity. It is for this reason that Javidi and Sheybani [6] explored in their project ways to encourage more students from a younger age to consider the role of cybersecurity in their daily life. They focused on providing cybersecurity educational training to teachers in all disciplines, to better prepare them to incorporate the subject, wherever possible, into the educational curriculums.…”

Section: Related Workmentioning

confidence: 99%

The Development of a Multidisciplinary Cybersecurity Workforce: An Investigation

Hulatt

Stavrou

2021

Human Aspects of Information Security and Assurance

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The unexpected digital transformation that was forced due to COVID-19 found many citizens and organizations unprepared to deal with the relevant technological advances and the cyber threat landscape. This outcome highlighted once more the cybersecurity skills shortage and the necessity to address this gap. A solution to this, is to consider a multidisciplinary cybersecurity workforce with professionals originating from different backgrounds, beyond the traditional ones such as computing and IT. To be able to engage people though, they need to be aware of the possibilities that exist in cybersecurity for those that originate from non-traditional disciplines. Moreover, cybersecurity professionals need to be aware of the added value when collaborating with these professionals. These are aspects that need to be extensively investigated to provide insights to academia and industry, to develop education and training curricula towards building a multidisciplinary cybersecurity workforce. This paper investigated these aspects in a Further Education and Higher Education College in the UK, where 88 students from 5 disciplines were surveyed, providing valuable observations as to the interest of students, and future professionals, to work in cybersecurity industry and their perception on the subject disciplines relevant to cybersecurity jobs.

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“…Thus, the current case study provides a direction for both academics and practitioners who want to address the issue in their specific context. Javidi and Sheybani (2018) have discussed this problem in the context of the K-12 system, but their focus has been more on training the teachers so they can promote leadership and entrepreneurial skills among their students and encourage them to pursue careers in STEM. A similar problem has been identified at the personal level, and researchers have offered step-by-step instructions for smart home owners to improve their security (Plachkinova & Menard, 2017).…”

Section: Cybersecurity Educationmentioning

confidence: 99%

“…Even with parallel growth arcs and practical linkages, very little work has been done to consider the overlap between the two fields. Some prior studies have been conducted to understand how to globalize cybersecurity start-ups (Bailetti & Zijdemans, 2014) or how both subjects can be integrated in the K-12 curriculum (Javidi & Sheybani, 2018). Raineri and Fudge (2019) discovered that "entrepreneurship education might be enhanced with coursework that would help future small businesses avoid becoming victims of cyberattacks" (p. 73).…”

mentioning

confidence: 99%

Assessing the Awareness of Cybersecurity Within Entrepreneurship Students: The Cyberpreneurship Project

Plachkinova

Pittz

2020

Entrepreneurship Education and Pedagogy

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This study addresses an important gap in both academia and practice related to the lack of a shared language and sometimes conflicting priorities between entrepreneurs and cybersecurity experts. Entrepreneurs are often pressed to create and launch products and services as quickly as possible to achieve a first-mover advantage in the market. In doing so, they tend to overlook cybersecurity threats and risks due to a lack of awareness and insufficient funding. This can lead to theft of intellectual property, project failure, and inaccurate risk assessment. In addition, cybersecurity students who study risk management often struggle to analyze real client issues due to the sensitive nature of the data and assets in most organizations. The Cyberpreneurship Project outlined within this research was designed to tackle to this problem by engaging cybersecurity students in a risk assessment of start-up businesses developed by entrepreneurship graduate students. The project is an interdisciplinary exploratory study developed to enhance awareness of cybersecurity risks and experiential opportunities among both entrepreneurship and cybersecurity students.

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K-12 Cybersecurity Education, Research, and Outreach

Cited by 26 publications

References 10 publications

Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

Moderating Effect of Self-Efficacy in the Relationship Between Knowledge, Attitude and Environment Behavior of Cybersecurity Awareness

The Development of a Multidisciplinary Cybersecurity Workforce: An Investigation

Assessing the Awareness of Cybersecurity Within Entrepreneurship Students: The Cyberpreneurship Project

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