The Driving Forces for the Involvement of Higher Learning Institution’s Students in Cybercrime Acts. A Case of Selected Higher Learning Institutions in Tanzania

Abstract

This study investigates the extent and driving forces of cybercrime acts among students in higher learning institutions. The research digs into common cybercrime involvement and explores potential motives driving students' engagement in such illicit activities. A mixed-methods approach was adopted, involving online surveys and interviews with 308 samples size from a population of 1500 participants from selected higher learning institutions in Tanzania. Institutions involved in this study included Collage of Business Education (CBE), Dar es Salaam Institute of Technology (DIT), Institute of Finance Management (IFM) and Tanzania Institute of Accountancy (TIA). The findings revealed that digital piracy, hacking, computer viruses, spam mailing, computer-related forgery, and cyberbullying were prevalent forms of cybercrime among the participants. Significant associations were identified between cybercrime involvement and factors such as social-economic status, technological changes, peer influence, lack of awareness of cybercrime, individual traits, and internet usage contributing to students' involvement in cybercrime. In light of these findings, the study recommends implementing comprehensive educational programs, strengthening institutional cybersecurity, promoting positive peer influence, enhancing collaboration with law enforcement, and integrating ethical training into the curriculum. These efforts will foster a safe and responsible digital environment within higher learning institutions, protecting students from cybercrime risks and promoting ethical digital citizenship.