Understanding student engagement with online platforms for cybersecurity training.

Abstract

The increasing utilization of digital learning spaces in higher learning has also highlighted the issue of effective IT education within digital learning spaces among the students. The adoption of IT tools for cybersecurity awareness programmes has become very popular, but it is dependent on the technological and behavioural aspects. Online utilisation of online platforms in cybersecurity training presents both challenges and opportunities for higher education students, and in this dissertation the authors look at the barriers as well as the benefits and behavioral factors that impact outcomes related to security. In the present instance, the cases relied on the quantitative approach to case study analysis coupled with secondary data analysis for establishing relationships between problematic Internet use, impulsiveness, and security behaviour intentions, and cyber performance. The findings highlight that behavioural traits prove to be crucial factors when it comes to students' engagement in cybersecurity training and their ability to translate awareness into secure practices and behaviour. User behaviour and engagement pose limitations on the performance of online platforms, while allowing a more scalable, accessible and uniform delivery of training. The research points to the need to consider the human factor in addition to technical in creating cybersecurity education programmes. This study contributes to the research literature on cybersecurity education by demonstrating the need for behaviour-oriented computer security training courses in the university. Practical implications are provided to the universities, teachers and institutional security departments to enhance student awareness and practices pertaining to cyber security. In terms of future research, further research into the degree of behavioural study and the impact of the online cybersecurity training interventions over time is needed.