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Cybersecurity is established as fundamental for organisations and individuals engaging with digital technology. A central topic in cybersecurity is user behaviour, which has been shown to be the root cause or enabler in a majority of all cyber incidents with a resultant need to empower users to adopt secure behaviour. Researchers and practitioners agree that a crucial step in empowering users to adopt secure behaviour is training. Subsequently, there are many different methods for cybersecurity training discussed in the scientific literature and that are adopted in practise. However, research suggests that those training efforts are not effective enough, and one commonly mentioned reason is user adoption problems. In essence, users are not engaging with the provided training to the extent needed to benefit from the training as expected. While the perception and adoption of individual training methods are discussed in the scientific literature, cohesive studies on the factors that impact user adoption are few and far between. To that end, this paper focuses on the user acceptance of cybersecurity training using the technology acceptance model as a theory base. Based on 22 included publications, the research provides an overview of the cybersecurity training acceptance factors that have been discussed in the existing scientific literature. The main contributions are a cohesive compilation of existing knowledge about factors that impact the user acceptance of cybersecurity training and the introduction of the CTAM, a cybersecurity training acceptance model which pinpoints four factors—regulatory control, worry, apathy, and trust—that influence users' intention to adopt cybersecurity training. The results can be used to guide future research as well as to guide practitioners implementing cybersecurity training. [ABSTRACT FROM AUTHOR]

In this paper, to handle the problem of the quick evolution of cyber-security attacks, we developed the iMonsters board game and proposed the attack and defense knowledge self-evolving algorithm. Three versions of the iMonsters were launched in 2013, 2017, and 2019, respectively. Accordingly, the cyber-security ontology can be refined by the ontology fusion-or-splitting procedure for the newly collected cyber-security incidents, as well as the roles and rules of the iMonsters can be refined by the gaming portfolio mining procedure for the collected portfolio. Furthermore, we conducted game-based learning (GBL), a quasi-experiment of pre/post-testing, and concept map testing using the iMonsters board game in a children's summer camp. The experimental results indicate that the students can acquire up-to-date cyber-security knowledge with the iMonsters better than students who learn in a traditional classroom setting, and the students' satisfaction with acquiring cyber-security knowledge with the instructional design of the iMonsters is better compared with learning in a traditional classroom setting. Satisfaction with the new version has continuously increased. Besides, the results of the in-depth interviews show that the new version was easier to learn. Thus, we may conclude that using the self-evolving iMonsters can improve learning effectiveness and participation in GBL. [ABSTRACT FROM AUTHOR]

The research aimed to determine the effectiveness of a proposed program in security education with multiple teaching approaches to develop security and legal culture in light of digital information pollution among students of the Geography Department at the Faculty of Education, Al-Azhar University. To achieve this, the descriptive and experimental approach was combined, and the research materials and tools were: Preparing a list of dimensions of security and legal culture. The proposed security education program (list of program objectives, Student book, lecturer's guide for teaching the program),and the measurement tools in the research were: (security culture test, legal culture test, security and legal culture behavior scale) They were applied to the experimental research sample, which consisted of (40) students from the third year of the Geography Division at the Faculty of Education in Dakahlia - Al-Azhar University. The results of the research found that there were statistically significant differences between the average scores of the experimental group in the pre- and post-applications of the security culture test, the legal culture test, and the scale. Security and legal culture behaviors in favor of post-application; This confirms the effectiveness of the proposed program in security education with multiple teaching approaches in developing the dependent research variables. In light of this, a number of recommendations and proposals were presented [ABSTRACT FROM AUTHOR]

Education in cybersecurity is crucial in the current society, and it will be extended into the artificial intelligence (AI) area, called AI security, in the near future. Although many video games for education in cybersecurity have been designed, we have two problems for education in AI security: a helpful design of a video game for users to learn cybersecurity is still unclear, and there is no game for AI security, to the best of our knowledge. In this paper, we design a video game for education in AI security, REN-A.I., to address the above problems. In designing REN-A.I., we built some hypotheses: simulating damage caused by attacks on AI and the effectiveness of their countermeasures through a video game helps a user to improve awareness of AI security with the episodic memory of the user itself. We focus on game scenarios and game functionalities to learn AI security with episodic memory in accordance with the above hypothesis. We conducted a questionnaire survey with 48 users to evaluate REN-A.I.. As a result, we confirm that both game scenarios and game functionalities are effective for learning with episodic memory. Specifically, 74% of users consider game scenarios effective, and 81% of users consider game functionalities effective. Our survey results have revealed two suggestions for beneficial design aspects in video games for education in cybersecurity. In particular, users who read game scenarios in REN-A.I. can learn AI security by the game more effectively than the other users. Furthermore, the functionality for accuracy deterioration due to attacks in REN-A.I. is effective even for users who do not read the game scenario. REN-A.I. is publicly available (https://www-infosec.ist.osaka-u.ac.jp/software/ren-ai/REN-AI(EN).html).

Protecting assets critical to organization’s functionality is everyone responsibility – information leakage, unauthorized access, destruction can cost an organization dearly in lost productivity, decreased morale and public confidence. Security should be integrated into the organisation’s practices and plans (as physical security, information security, personnel security etc.). There are two sides to security risks – threats and vulnerabilities. This article is about the human factor in the equation vulnerabilities-threats. The PROSEC test is a set of questions (and requirements) designed to determine an individual to become aware of security rules. By introducing the PROSEC test in security education program, you reduce the chances that your personnel will become a victim of today’s data security threats. Because it’s about self-education.

Cybersecurity is established as fundamental for organisations and individuals engaging with digital technology. A central topic in cybersecurity is user behaviour, which has been shown to be the root cause or enabler in a majority of all cyber incidents with a resultant need to empower users to adopt secure behaviour. Researchers and practitioners agree that a crucial step in empowering users to adopt secure behaviour is training. Subsequently, there are many different methods for cybersecurity training discussed in the scientific literature and that are adopted in practise. However, research suggests that those training efforts are not effective enough, and one commonly mentioned reason is user adoption problems. In essence, users are not engaging with the provided training to the extent needed to benefit from the training as expected. While the perception and adoption of individual training methods are discussed in the scientific literature, cohesive studies on the factors that impact user adoption are few and far between. To that end, this paper focuses on the user acceptance of cybersecurity training using the technology acceptance model as a theory base. Based on 22 included publications, the research provides an overview of the cybersecurity training acceptance factors that have been discussed in the existing scientific literature. The main contributions are a cohesive compilation of existing knowledge about factors that impact the user acceptance of cybersecurity training and the introduction of the CTAM, a cybersecurity training acceptance model which pinpoints four factors—regulatory control, worry, apathy, and trust—that influence users’ intention to adopt cybersecurity training. The results can be used to guide future research as well as to guide practitioners implementing cybersecurity training.

All organizations are susceptible to the risks of cyberattacks. Protecting an organization's data and technology is crucial as such systems are frequent targets of attacks from those seeking to gain personal benefit or destroy the organization. Specifically, these external actors either hold an organization’s data for ransom or they disrupt the organization’s system by either shutting it down or changing the way the system runs. Literature has indicated that organizations can address and minimize threats and attacks is to develop a cybersecurity culture through implementation of intentional factors designed specifically to build such a culture. This paper examines the results of 276 cybersecurity leaders who participated in a survey to determine the number of cultural intentional factors implemented by the organization and number of cyberattacks experience during 2022. The results suggest that organizations can minimize cyberattacks by employing specific factors such as top management engagement, champions, communication, knowledge, security awareness, security training, motivation, and trust. [ABSTRACT FROM AUTHOR]

Nowadays, due to the increasing number of cyberattacks, cybersecurity education, training, and awareness are considered crucial for preparing current and future IT professionals. Thus, it is essential for educational institutions to foster well-designed learning strategies in the field of cybersecurity that will not only focus on theory-based learning interventions but also on encapsulating authentic learning practices. In this context, the paper at hand presents a ubiquitous scenario-based learning (SBL) intervention, blended with IoT devices for introducing the topic of the man-in-the-middle attack to 1st-grade students in vocational education. The learning scenario enables two-way plain text communication through a LoRa network. For securing the transmission and assure confidentiality, basic encryption techniques are enabled for the transmitted messages. Meanwhile, an eavesdropper, acting as the man-in-the-middle attacker, tries to intercept the communication, by applying different decryption techniques. For this purpose, a u-Learning app was developed. The app was evaluated by ninety 1st-grade students of an educational institute of vocational training, in terms of effectiveness, efficiency, knowledge acquisition, and learners' satisfaction. Among others, the results show that the effectiveness and the efficiency of the proposed learning process were 92.03%, and 89.63%, respectively. Finally, learners' satisfaction was high, and their knowledge acquisition was improved. [ABSTRACT FROM AUTHOR]

We conducted a design-science research project to improve an organization's compound problems of (1) unsuccessful employee phishing prevention and (2) poorly received internal security training. To do so, we created a gamified security training system focusing on two factors: (1) enhancing intrinsic motivation through gamification and (2) improving security learning and efficacy. Our key theoretical contribution is proposing a recontextualized kernel theory from the hedonic-motivation system adoption model that can be used to assess employee security constructs along with their intrinsic motivations and coping for learning and compliance. A six-month field study with 420 participants shows that fulfilling users' motivations and coping needs through gamified security training can result in statistically significant positive behavioral changes. We also provide a novel empirical demonstration of the conceptual importance of "appropriate challenge" in this context. We vet our work using the principles of proof-of-concept and proof-of-value, and we conclude with a research agenda that leads toward final proof-in-use. [ABSTRACT FROM AUTHOR]

Protecting assets critical to organization's functionality is everyone responsibility -- information leakage, unauthorized access, destruction can cost an organization dearly in lost productivity, decreased morale and public confidence. Security should be integrated into the organisation's practices and plans (as physical security, information security, personnel security etc.). There are two sides to security risks -- threats and vulnerabilities. This article is about the human factor in the equation vulnerabilities-threats. The PROSEC test is a set of questions (and requirements) designed to determine an individual to become aware of security rules. By introducing the PROSEC test in security education program, you reduce the chances that your personnel will become a victim of today's data security threats. Because it's about self-education. [ABSTRACT FROM AUTHOR]

Software security is an ongoing problem, largely due to a lack of security knowledge among software developers from diverse backgrounds. To counter this, security experts are attempting to offer a broad range of knowledge resources to enlighten developers about increasing cybersecurity threats. Unfortunately, the abundance of knowledge resources does not seem to have much of an impact on reducing the issue of software security. The ineffective teaching and learning approaches for software security have created difficulties for developers in learning security knowledge. This research employs a four-cycle of Design Science Research Methodology (DSRM) to integrate necessary elements in the development of a context-based learning system for security education and learning. The final artifact is an ontology-based web application that facilitates a contextualized learning process by providing security knowledge through contextual software cases. Through evaluation in pedagogical and software development environments, it is proven to contribute a viable solution to the problem domain. While these results are positive, the innovative context-based artifact benefits not only the domain of software engineering but also other educational fields, such as information security and computer security. [ABSTRACT FROM AUTHOR]

Manufacturing companies are rapidly moving toward Digitalization. As a result, today's industrial systems integrate information systems and manufacturing systems. In this context, damage caused by cyber-attacks has become apparent, and cyber-attacks on factories are increasing both in Japan and overseas. Therefore, there is an increasing need to implement cyber security measures and education in manufacturing and factories from the BCP (Business Continuity Plan) perspective, which considers safety measures for individual processes and the supply chain. The industrial automation industry is beginning to develop designs through virtual commissioning based on VR product (digital twin) models, and all of this development work is increasingly taking place in virtual space. However, no security educational materials utilize CPS (Cyber-Physical Space), which is free from time and space, based on these technologies. This research aims to develop human resources who can respond to the paradigm shift and realize a suitable environment for cyber security education by constructing a remote training environment using VR product technology that can actually be used in student experiments and practical training. [ABSTRACT FROM AUTHOR]

Theoretical background: The rapid development of Internet interactions and a growing number of information technology users caused by digital society development and accelerated by the COVID-19 pandemic yield the significant growth of cyber-attacks and cybersecurity incidents. Members of Generation Z use information technology as a main tool for broadening their knowledge and skills. For such digital natives, proficiency in ICTs appears as an indispensable element of life. This is even more apparent during the COVID-19 pandemic, when they are forced to use IT tools more often, both for the entertainment, education, and work. Such acceleration generates new possibilities, but also new threats. Purpose of the article: The aim of the paper is to check if members of Generation Z are aware of cybersecurity issues and whether they know basic threats and methods/tools that can improve the safety. We analyse students’ behaviour in the event of cyber incident and examine whether the analysed group is willing to improve cyber knowledge, skills, and attitudes. Research methods: We explored data collected from business students (N = 182). The online questionnaire was prepared in LimeSurvey. Finally, data analysis and visualization were performed in Microsoft Excel and Tableau. Main findings: The analysis indicates that business students have rather poor knowledge in cybersecurity. The results demonstrate the need for targeted educational campaigns and trainings that address the specific cyber weaknesses to build secure ecosystem, combining both technical, organizational, and behavioural aspects.

Objectives: This study aimed to reveal the role of military science course in enhancing the contents of security education among students at the University of Jordan. Method: The researcher chose (638) university student using the accessible sample Method during the second semester of the academic year 2019/2020. Students completed Security education scale, which consists of five dimensions: psychological security, social security, preventive security, political security, and intellectual security. Results: The results of the study revealed the following. First, the role of the military science course in enhancing the contents of security education was high. Second, the study also indicated statistically significant difference due to gender. Third, the significant difference due to females, the study did not indicate any statistically significant difference due to major, or to interaction between gender and major. Conclusion: The study recommended emphasizing the importance of the dimensions of security education by including them in more than one of the University's compulsory courses, as the Military Sciences course due to the large numbers of students and lack of time may not be able to cover all aspects of security education. The results of the current study showed that the role of the Military Sciences course in enhancing the contents of security education among students of the University of Jordan was high.

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Software security is an ongoing problem, largely due to a lack of security knowledge among software developers from diverse backgrounds. To counter this, security experts are attempting to offer a broad range of knowledge resources to enlighten developers about increasing cybersecurity threats. Unfortunately, the abundance of knowledge resources does not seem to have much of an impact on reducing the issue of software security. The ineffective teaching and learning approaches for software security have created difficulties for developers in learning security knowledge. This research employs a four-cycle of Design Science Research Methodology (DSRM) to integrate necessary elements in the development of a context-based learning system for security education and learning. The final artifact is an ontology-based web application that facilitates a contextualized learning process by providing security knowledge through contextual software cases. Through evaluation in pedagogical and software development environments, it is proven to contribute a viable solution to the problem domain. While these results are positive, the innovative context-based artifact benefits not only the domain of software engineering but also other educational fields, such as information security and computer security.

Nowadays, there is a continuous and significant change of the international security environment. More and more complex and diversified types of threats are present and the regional security and safety are in danger. The technological evolution from the last decade produced what security experts call the Revolution in Military Affairs. At the same time, it also allowed opponents to use a wide range and diversified means of action. The use of technology offers advantages and disadvantages on both sides. In this regard, it is everyone's responsibility to identify possible threats or vulnerabilities. It is also everyone's responsibility to prevent, limit or eliminate the negative impact. Proper establishment of an appropriate security culture, and, at the same time an effective security education, in accordance with the existing threats, are essential for the state, in its effort of creating and maintaining a stable and secure environment for its citizens. Starting from the research hypothesis that there appear to be new threats in the contemporary security environment, I have developed three directions on which I focused my research effort. I intended to use a deductive approach and I aimed to identify the positive aspects that can be maintained, but also other measures and actions that can be integrated into security education so that the individual as part of the state, to achieve the appropriate level of security. For this I have applied multiple research methods specific to the security field, such as the theoretical analysis, comparative analysis, observation, longitudinal method, and also the case study. [ABSTRACT FROM AUTHOR]

One of the key pillars of total defence is an increased social resilience to aggression, which is inextricably linked to an adequate model of security education. Poland’s security in the 21st century is based on the state’s military capacity and on the military and political alliances formed by decision-makers. However, this model of building security is not sufficient in the face of constantly changing and evolving security threats and challenges. Therefore, security should be based not only on a hard dimension, but also on a soft one, whose main pillar is security education. The idea of an effective model of security education is that, apart from giving young people theoretical knowledge, it is necessary to instil in them practical skills related to responding in crisis situations, including situations posing a threat to human health and life. Security education should constitute the first stage in training society in total defence. The educational model currently functioning in Poland definitely needs to be reformed. [ABSTRACT FROM AUTHOR]

In this special session, members of the ACM Joint Task Force on Cyber Education to Develop Undergraduate Curricular Guidance will provide an overview of the task force mission, objectives, and work plan. After the overview, task force members will engage session participants in the curricular development process.

Theoretical background: The rapid development of Internet interactions and a growing number of information technology users caused by digital society development and accelerated by the COVID-19 pandemic yield the significant growth of cyber-attacks and cybersecurity incidents. Members of Generation Z use information technology as a main tool for broadening their knowledge and skills. For such digital natives, proficiency in ICTs appears as an indispensable element of life. This is even more apparent during the COVID-19 pandemic, when they are forced to use IT tools more often, both for the entertainment, education, and work. Such acceleration generates new possibilities, but also new threats. Purpose of the article: The aim of the paper is to check if members of Generation Z are aware of cybersecurity issues and whether they know basic threats and methods/tools that can improve the safety. We analyse students’ behaviour in the event of cyber incident and examine whether the analysed group is willing to improve cyber knowledge, skills, and attitudes. Research methods: We explored data collected from business students (N = 182). The online questionnaire was prepared in LimeSurvey. Finally, data analysis and visualization were performed in Microsoft Excel and Tableau. Main findings: The analysis indicates that business students have rather poor knowledge in cybersecurity. The results demonstrate the need for targeted educational campaigns and trainings that address the specific cyber weaknesses to build secure ecosystem, combining both technical, organizational, and behavioural aspects. [ABSTRACT FROM AUTHOR]

The purpose of this article is to illustrate the fact that it is a combination of safety and sustainability. For a better understanding of the essence of the subject matter, the general issues forming sustainable development and the objectives of security education as a transmitter between generations are presented. The key factors of education for security arise from sustainable development objectives. The concept of education for security cannot be tantamount to the anticipated reduced curricula in schools. The concept of security must be promoted not only as one of human needs but as an indispensable determinant of development and vice versa. In order to better understand the message of this text, a study has been carried out on safety education programmes at various levels of education in the European Union. The whole consideration has been contextualised on the basis of an analysis of written sources concerning the state's internal security as and when it comes to global security. Taking into account the significant role of security in the proper implementation of the concept of sustainable development gives sense to the implementation of individual sustainable development objectives in relation not only to global but also regional as well as local conditions.

Nowadays, the category of security has become the main criterion for assessing and changing the duration of human, social groups. Modern civilisation has introduced man into a period of dynamic changes, which also causes an increase in natural and cultural threats to security. To a certain extent we are able to foresee natural threats, but when it comes to cultural, political, military threats, we encounter high unpredictability of these threats. Security and related education are currently important concepts in the theory and practice of individual human life, as well as society. The aim of this narrative is to try to show the importance of education for security, in a situation of diverse challenges and contexts, in order to be able to build a culture of happy life, both in natural and cultural aspects.

Phishing emails pose a serious threat to individuals and organizations. Users' ability to identify phishing emails is critical to avoid becoming victims of these attacks. The current study examined the effectiveness of a short online phishing training program designed to help users identify phishing emails. Half of the participants were in the training group and the other half worked on a control filler task. The training group's sensitivity (d′) at correctly classifying emails as legitimate or phishing increased by 1.14 whereas the control group's sensitivity increased by only 0.48. This difference in d' changes was significant, t (38) = 2.05, p =.048. This improvement in performance was likely due to users learning how to check reliable cues and interpret them. Despite a sizeable improvement in detecting phishing emails, the training group correctly classified only about two-thirds of phishing emails. Accordingly, a short training program appears beneficial, but a more comprehensive training program would be needed to reduce vulnerability to an acceptable level. [ABSTRACT FROM AUTHOR]

The Covid-19 crisis has been a flaws' indicator that every society is affected by, including Romania. The health crisis has been toppled by political turmoil and a concerning increase of the gap between the population and the ruling elites. This crisis is founded on disinformation, fake news, and the rise of the far-right. This paper argues that there is a need for political dissidents' direct involvement in promoting security culture and education in the Romanian society of today. The first premise imputed is that the ongoing crisis produced by the pandemic weakens the democratic structure of the society. Being a low-trust society, a vice inherited from the communist era, Romanian citizens tend to be skeptical about the decisions taken by their elected politicians and therefore diminish or exclude serious threats to national and human security. That behavior represents an obstacle to the well-functioning of the state and the promotion of the National Defense Strategy 2020-2024. A strong security culture would imply automatically a tighter relation between security services and the Romanian citizens, leading in the end to an overall better status quo. [ABSTRACT FROM AUTHOR]

The objective of this article is to describe the system of defence education for Polish youth after 1989 and its transformations. The article indicates that in Polish primary and secondary schools today, the subject of security education is taught, and in some high schools -- especially in Certified Military Uniformed Classes -- the subject of military education is taught as well. Among students, however, the defence curriculum is taught mainly as part of extra-curricular activities, mainly within the Academic Legion and Passport Programme. On the basis of the research strengthening military potential is supported by the defence education of young people. The exploration underlined that achieving the defence objectives outlined by the programmes of the Ministry of National Defence in agreement with the Ministry of National Education. The study used the diagnostic survey research method and the techniques of content analysis, a questionnaire, interviews, and observations. The article conluds recommendations for security education curriculum. [ABSTRACT FROM AUTHOR]

Online self-disclosure (OSD) on social networking sites can leave individuals and organisations vulnerable to security threats. Following a design science research (DSR) method, we created a gamified, "choose your own adventure" style security education, training, and awareness (SETA) artefact using two formats: text and visual. Both artefacts were designed to identify the security threats that trainees are most susceptible to, debrief them about the threat and its potential consequences, and facilitate behaviour change by letting trainees re-evaluate their decisions. Using a longitudinal randomised controlled experiment, we compared these two artefacts to no intervention and traditional security warning emails by assessing both instrumental (changes in attitudes, intentions, and OSD behaviour) and experiential (memorability and user experience) outcomes. Our survey of 1,718 employees showed that the text-based artefact was better at improving instrumental outcomes, and the visual-based artefact was better at improving experiential outcomes. This study provides a more granular understanding of the linkages between technology artefacts and human experiences through the application of design science thinking. The findings contribute to DSR by developing design principles, testable propositions, and realistic performance evaluation metrics for gamified SETA artefacts, and present practical recommendations for regulating employees' information security and privacy behaviours inside and outside the workplace. [ABSTRACT FROM AUTHOR]

As Poland is becoming a more attractive destination for immigrants, Polish schools need to develop relevant solutions that can assist the integration of immi-grant students into Polish society. The objective of this study is threefold. Firstly, the paper aims to discuss the role of schools in counteracting threats to societal security resulting from increased migration. Secondly, the study investigates im-migration policy and educational solutions in Poland. Finally, we evaluate educa-tional solutions implemented in schools to facilitate the integration of immigrant children, their safety, as well as discuss the difficulties and advantages resulting from the presence of foreign students in Polish schools. The study shows that schools play a special role in educating young people about societal values, personal safety and societal security. Educational solutions aiming at immigrant integration need to be investigated in the context of multidimensional legislation on immigra-tion. The findings of the quantitative analysis relate to the solutions adopted by Polish schools that assist the integration of foreign students. They also shed light on the problems and benefits of having heterogeneous classes. Most schools in Po-land offer foreign students a number of educational opportunities related to Polish language acquisition, academic performance (e.g. remedial lessons) and social inte-gration. Inability to speak Polish is the greatest problem at schools, which is the root cause of other complex problems, such as foreign students’ falling behind with schoolwork, slower pace of the lesson, and discipline problems.

Adamawa State in North-Eastern Nigeria has been battling with the Boko Haram crisis for over a decade. While the group is yet to be significantly decimated, a new gang known as Yan Shilla has emerged and continues to wreak serious havoc among the inhabitants of the state. Within a month of the emergence of a new political administration in the state in May 2019, the group was banned. This paper critically examines the implications of the proscription of the group, and general peace and security of the state. Using the theory of securitization, the paper argues that, although proscription of the group has heralded attention of security agents to the threat of the group, it does not constitute sustainable management of gang violence in the state. The root of the crises such as widespread poverty, decadence in education, and increase in school drop-out rates have fuelled the emergence of the criminal gangs in the state. Consequently, the paper recommends that the Nigerian government and the state in question should consider addressing the root causes of its myriad of security challenges by addressing widespread poverty, education, and unemployment among the youths. Similarly, the government should prioritize education through funding and also criminalize political patronage of these gangs by the politicians. Finally, it is also recommended that good governance should be entrenched in the political administration of the state.

The purpose of the article is to examine selected examples of types of security education in Poland. At the beginning of the 20th century, national security was centered on military and political aspects, but recent decades have seen the successive shifting of the focus from the military-political plane of security to other areas. It seems that educational concepts adapt to emerging challenges. This thesis is confi rmed by the concept of global education, the idea of military classes, as well as the military training of pro-defensive organisations within the framework of the Passport Program. All of these educational concepts were covered in the study. One of the most important conclusions of the article will be to emphasise the correlation between the evolution of the understanding of security, the transformation of threats and changes in the field of educational concepts.

The article is concerned with the problems of Security Education in the context of threats to man`s existence. The aim of the article is to present the possibilities of Security Education from processual and technical (educational) aspects to prevent threats. The main research objective adopted by the author is: What are the main threats to mankind and how are they prevented by Security Education? The main focus is on the problems of education and threats to mankind. The article consists of an introduction outlining the significance of the subject. The most typical threats to man`s security and how Security Education could prevent them are described later.

The article is empirical and constitutes a qualitative analysis of students’ attitudes towards the implementation of the subject of Security Education in upper secondary schools to which they attended. The research attention was focused on the form of conducting classes, issues raised on the subject, assessment of their usefulness and proposals for improvements presented by students. The self-assessment of self-attitude towards the subject and level involved in the acquisition of the core curriculum was also presented.

The purpose of this article is to highlight the essence and content of teaching this subject, which was introduced in Polish schools on 1 September 2009. To achieve this goal, the importance of education and, specifically, security education is discussed. The essence of security education is then presented, and it replacing the currently implemented defense adaptation is explained. Subsequently, the educational content of security education was discussed. The aim of the study was based on theoretical research methods such as analysis, synthesis, comparison, and inference. The conclusion encourages further reflection on this subject because education is an important area for ensuring security; hence, education in security from pre-school education to adult education can be found in Polish education. The tendency toward change testifies to broader cognitive perspectives, especially in the area of personnel and structural security of individuals and social groups. It also testifies to the understanding of the essence and importance of education itself.

Smart campus is an exciting, new, and emerging research area that uses technology and infrastructure to support and improve its processes in campus services, teaching, learning, and research, especially, the explosive growth in knowledge makes the role of cybersecurity of smart campus become increasingly important. Cyber range is an adaptable virtualization platform consisting of computers, networks, and systems on which various real-world cyber threat scenarios and systems can be evaluated to provide a comprehensive, unbiased assessment of the security of information and automated control systems. As an important part of features, cyber range must provide the capability of data collection, aggregation, correlation, and replay for the scenario owner or any “specialized users”to review attacks-defense processes on known targets and future zero-day research. To this end, based on our previous work, the Heetian cyber range, we proposed a method named C2RS meaning “a real-time correlation of host-level events in cyber range service.”C2RS implements out-of-band data capturing for greater attack resistance with virtual machine introspection technique. This approach allows C2RS to isolate the data captured from monitored hosts. C2RS leverages these captured data by incorporating them into the volatility framework to aid in simplifying the analysis of operating system memory structures. Finally, we proposed an object-dependent method to analyze the evidence of illegal activity. We conduct extensive experiments to evaluate the functions and performance of C2RS in a dynamic service. Through the test, we confirm that the proposed method is effective for real-time correlation of host-level events in cyber range service.

This a follow-on to previous IACIS 2018 & 2019 presentations that reported on a needs analysis of information systems security education at a 2,500-student college of business in an 11,000-student university in the Upper Midwest USA (UWEC). This year we bring in some results from a 1,700-student college of business in a 6,500- student university in the Southeast USA (GCSU). Preliminary Results are summarized in tables 1 and 2. In this study we compare MIS majors and Business Students and find little differences and conclude much more research is needed. Security of information systems is becoming more crucial by the day (Cerrudo, 2017), both conceptual knowledge and skill in tool use being necessary (Tarala, 2011). Countering this trend is the growing perception that young adults preparing to enter the work force are increasingly uninformed about basic endpoint security concepts and tools (Schaffhauser, 2015). This is counterintuitive given the widely assumed familiarity with information technology of contemporary young adults (Anderson & Rainie, 2012). [ABSTRACT FROM AUTHOR]

The purpose of the study was to ascertain how online asynchronous security coursework influenced learner's understandings by analyzing their end-of-course reflective writings. Following a qualitative single case study protocol, the researchers set forth to discover how a semester-long asynchronous online security course influenced students. The study took place at a public four-year university located in the Western United States. The 12 participants involved in this study all enrolled in and completed an introductory asynchronous online homeland security class either as part of their major or as a global/intercultural elective. From the data analysis three overarching themes emerged, (a) realization of responsibility and mission, (b) appreciation for new understandings, and (c) new areas of curiosity. The findings of this study begin a dialogue on what specific themes need to be considered when constructing future security and emergency management course offerings in academia. [ABSTRACT FROM AUTHOR]

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The problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups differ in their preferred learning style. This study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Thai students in a Thai university. Th e correlation between the learning approaches and individual differences (age, GPA and major) was assessed. Then, the results of the study were compared with the results of similar studies carried out in different cultures. The results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Thai students did not differ significantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results differed from the students from China, who generally scored lower on all subscales of the ASSIST scores. Thus, the findings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.

The paper examined the impact of the implementation of security education curriculum on students' security consciousness in Nigeria. Descriptive approach was adopted in carrying out this research work. Two research objectives guided the study: Examining the extent to which security education improves the level of students' security consciousness and ascertaining the extent of the availability of resources for the implementation of security education curriculum. The target population was comprised of junior secondary school students in Nigeria. Fagge, Nasarawa and Ungwaggo Local Government Areas in Kano State were sampled for this study, using stratified sampling technique. Furthermore, seven secondary schools were randomly selected of which four hundred and thirteen (413) students were randomly selected. The instrument used for data collection was a questionnaire entitled "Questionnaire for the Study of the Implementation of Security Education Curriculum" (QISEC) and the data collected was analysed using descriptive statistics of arithmetic mean. Findings revealed that students of security education curriculum are not security conscious. Moreover, the resources for the implementation of the security education curriculum in junior secondary schools are not adequate. The researcher recommends that seminars/workshops should be organized for security education teachers to enrich their knowledge in the field of security education. Security education should also be introduced as a course at A-level in order to produce professional teachers in the field. Furthermore, the supply of resources for the implementation of curricula in secondary schools in Nigeria needs to be increased. [ABSTRACT FROM AUTHOR]

The importance of security is increasingly important and this is particularly true with advancement and widespread use of technology. Further, the enterprise systems have gained popularity in recent years. These systems are transforming organizations significantly and have introduced many advantages and challenges to organizations including facilitating integration, internationalization and gaining competitive advantage. However, these complex enterprise systems call for more extensive security plans in the organizations. Therefore, a good understanding of security and risk management has become essential for organizations and modern managers. The purpose of this paper is to emphasize the importance of enterprise security and introduce a model for offering security education in graduate curricula. [ABSTRACT FROM AUTHOR]

Protecting people from cyber threats imposes great challenges, not only technically, but also socially. To achieve the intended level of awareness, software security principles need to be shown with concrete examples during security education. This study aims to design a serious game integrating software security knowledge and concepts into the processes to make it more engaging to learn while playing. In this paper, we have: (i) designed a serious game to compensate the deficiencies in the literature; (ii) performed empirical evaluations including survey, brainstorming and observation to the proposed game. Results: Our study shows that: (i) Cyber Security‐Requirements Awareness Game (CSRAG) has a positive effect on players security learning outcomes, level of engagement and participation; (ii) Game‐based learning can be an effective way of teaching security related scenarios. [ABSTRACT FROM AUTHOR]

This article contends that information security education, training and awareness programs can improve employee security behavior. Empirical studies have analyzed the direct effects of employee security training on security behavior without taking into account the mediating role of employee relations, monitoring, and accountability. Based on employee relations and accountability theories, this study proposes and tests a causal model that estimates the direct effect of employee security training on security behavior as well as its indirect effects as mediated by employee relations, monitoring, and accountability. The empirical analysis relies on a survey data from a cross section of employees from five major industry sectors and a structural equation modeling approach via SmartPLS 3.0. The results show that employee security training has indirect and significant effects on security behavior through its influence on employee relations, monitoring, and accountability. However, the result does not indicate direct and significant effect of security training on employee security behavior. [ABSTRACT FROM AUTHOR]

Executives in many industries have fallen prey to socially engineered attacks known as spear phishing. Using highly targeted emails, social engineers trick victims into performing unintended actions by masquerading as legitimate actors. To shed light on effective spear phishing training, we conducted a multi-round experiment. Our results indicate that training users with individual loss messaging might increase the effectiveness of the training. Additionally, we found potential evidence that organizational training can lead to increased overall spear phishing awareness, even for those not directly trained. Despite these promising results, however, individuals' susceptibility to highly targeted spear phishing attacks remains troubling for practitioners and researchers. [ABSTRACT FROM AUTHOR]

This article deals with security education and the possibilities of innovative methods application in this kind of education at universities. The continuous development of science and technology, as well as constantly changing social needs which are closely tied to the emergence of new security risks and threats, dynamically affect the entire system of education. Therefore, an urgent need for the implementation of these requirements arises. There is a need to address the number of key roles in the framework of security education in the spirit of innovation methods in order to improve teaching and, subsequently increase the efficiency of the process.

As organizational reliance on technology increases, cybersecurity attacks become more attractive to attackers and increasingly devastating to organizations. Due to lacking knowledge and skills, humans are often considered the most susceptible threat vector for cyber attacks. Previous studies in information systems (IS) literature have confirmed awareness techniques to be the first step in increasing employee cybersecurity-related knowledge, promoting securityconscious decision-making, and the prevention of naive IS security behaviors. While training initiatives exist within many organizations, there appears to be a limited number of empirical research studies that focus on what security education, training, and awareness (SETA) programs should encompass. This includes topics to be covered, the most valuable method for delivery, and to what degree these factors play a part in the IS security practice of employees. The aim of this study was to use subject-matter experts (SMEs) to validate: 1) the key topics needed for two SETA program types (typical & socio-technical), 2) the measurement criteria for employees' cybersecurity countermeasures awareness (CCA), 3) weights for the three CCA categories (awareness of policy, SETA, & monitoring) in the overall CCA measure, and 4) two SETA programs content with integrated vignette-based assessments for CCA. A Delphi methodology was utilized to gather feedback from 21 SMEs regarding cybersecurity topics for organizational SETA programs, validation of SETA training content, and to develop a vignettebased measure of CCA. Results show that awareness of the organizational cybersecurity policy was the most important category for the overall CCA measure with 41%, followed by awareness of SETA program content, with 34%, while awareness of monitoring was 25%. The paper concludes with discussions and future research agenda. [ABSTRACT FROM AUTHOR]

Mobile sensors have already proven to be helpful in different aspects of people’s everyday lives such as fitness, gaming, navigation, etc. However, illegitimate access to these sensors results in a malicious program running with an exploit path. While the users are benefiting from richer and more personalized apps, the growing number of sensors introduces new security and privacy risks to end users and makes the task of sensor management more complex. In this paper, first, we discuss the issues around the security and privacy of mobile sensors. We investigate the available sensors on mainstream mobile devices and study the permission policies that Android, iOS and mobile web browsers offer for them. Second, we reflect the results of two workshops that we organized on mobile sensor security. In these workshops, the participants were introduced to mobile sensors by working with sensor-enabled apps. We evaluated the risk levels perceived by the participants for these sensors after they understood the functionalities of these sensors. The results showed that knowing sensors by working with sensor-enabled apps would not immediately improve the users’ security inference of the actual risks of these sensors. However, other factors such as the prior general knowledge about these sensors and their risks had a strong impact on the users’ perception. We also taught the participants about the ways that they could audit their apps and their permissions. Our findings showed that when mobile users were provided with reasonable choices and intuitive teaching, they could easily self-direct themselves to improve their security and privacy. Finally, we provide recommendations for educators, app developers, and mobile users to contribute toward awareness and education on this topic.