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An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context
| datacite.subject.fos | Engenharia e Tecnologia | |
| datacite.subject.fos | Ciências Naturais::Ciências Físicas | |
| datacite.subject.fos | Engenharia e Tecnologia::Engenharia Química | |
| datacite.subject.fos | Ciências Naturais::Ciências da Computação e da Informação | |
| datacite.subject.fos | Ciências Naturais::Outras Ciências Naturais | |
| datacite.subject.sdg | 08:Trabalho Digno e Crescimento Económico | |
| datacite.subject.sdg | 09:Indústria, Inovação e Infraestruturas | |
| datacite.subject.sdg | 10:Reduzir as Desigualdades | |
| dc.contributor.author | Antunes, Mário | |
| dc.contributor.author | Silva, Carina | |
| dc.contributor.author | Marques, Frederico | |
| dc.date.accessioned | 2026-01-06T16:45:57Z | |
| dc.date.available | 2026-01-06T16:45:57Z | |
| dc.date.issued | 2021-11-28 | |
| dc.description.abstract | Digital exposure to the Internet among the younger generations, notwithstanding their digital abilities, has increased and raised the alarm regarding the need to intensify the education on cybersecurity in schools. Understanding of the human factor and its influence on children, namely their attitudes and behaviors online, is pivotal to reinforce their awareness towards cyberattacks, and to promote their digital citizenship. This paper aims to present an integrated cybersecurity and cyberawareness strategy composed of three major steps: (1) Cybersecurity attitude and behavior assessment, (2) self-diagnosis, and (3) teaching/learning activities. The following contributions are made: Two questionnaires to assess risky attitudes and behaviors regarding cybersecurity; a self-diagnosis to measure students’ skills on cybersecurity; a lesson plan addressing cyberawareness to be applied on Information and Communications Technology (ICT) and citizenship education curricular units. Cybersecurity risky attitudes and behaviors were evaluated in a junior high school population of 164 students attending the sixth and ninth grades. The assessment focused on two main subjects: To identify the attitudes and behaviors that raise the risk on cybersecurity among the participating students; to characterize the acquired students’ cybersecurity and cyberawareness skills. Global and individual scores and the histograms for attitudes and behaviors are presented. The items in which we have observed significant differences between sixth and ninth grades are depicted and quantified by their corresponding p-values obtained through the Mann–Whitney non-parametric test. Regarding the results obtained on the assessment of attitudes and behaviors, although positive, we observed that the attitudes and behaviors in ninth grade students are globally inferior compared to those attained by sixth grade students. The deployed strategy for cyberawareness was applied in a school context; however, the same approach is suitable to be applied in other types of organizations, namely enterprises, healthcare institutions and public sector. | eng |
| dc.identifier.citation | Antunes, M.; Silva, C.; Marques, F. An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context. Appl. Sci. 2021, 11, 11269. https://doi.org/ 10.3390/app112311269. | |
| dc.identifier.doi | 10.3390/app112311269 | |
| dc.identifier.eissn | 2076-3417 | |
| dc.identifier.uri | http://hdl.handle.net/10400.8/15233 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | MDPI | |
| dc.relation.hasversion | https://www.mdpi.com/2076-3417/11/23/11269 | |
| dc.relation.ispartof | Applied Sciences | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | cybersecurity | |
| dc.subject | cyberawareness | |
| dc.subject | human factors | |
| dc.subject | attitudes and behaviours | |
| dc.subject | school context | |
| dc.title | An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context | eng |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 18 | |
| oaire.citation.startPage | 1 | |
| oaire.citation.title | Applied Sciences (Switzerland) | |
| oaire.citation.volume | 11 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| person.familyName | Antunes | |
| person.familyName | Marques | |
| person.givenName | Mário | |
| person.givenName | Frederico | |
| person.identifier | R-000-NX4 | |
| person.identifier.ciencia-id | AF10-7EDD-5153 | |
| person.identifier.orcid | 0000-0003-3448-6726 | |
| person.identifier.orcid | 0000-0003-1078-581X | |
| person.identifier.scopus-author-id | 25930820200 | |
| relation.isAuthorOfPublication | e3e87fb0-d1d6-44c3-985d-920a5560f8c1 | |
| relation.isAuthorOfPublication | 47a06c6b-eefb-4572-933b-b17b69519fff | |
| relation.isAuthorOfPublication.latestForDiscovery | e3e87fb0-d1d6-44c3-985d-920a5560f8c1 |
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- Digital exposure to the Internet among the younger generations, notwithstanding their digital abilities, has increased and raised the alarm regarding the need to intensify the education on cybersecurity in schools. Understanding of the human factor and its influence on children, namely their attitudes and behaviors online, is pivotal to reinforce their awareness towards cyberattacks, and to promote their digital citizenship. This paper aims to present an integrated cybersecurity and cyberawareness strategy composed of three major steps: (1) Cybersecurity attitude and behavior assessment, (2) self-diagnosis, and (3) teaching/learning activities. The following contributions are made: Two questionnaires to assess risky attitudes and behaviors regarding cybersecurity; a self-diagnosis to measure students’ skills on cybersecurity; a lesson plan addressing cyberawareness to be applied on Information and Communications Technology (ICT) and citizenship education curricular units. Cybersecurity risky attitudes and behaviors were evaluated in a junior high school population of 164 students attending the sixth and ninth grades. The assessment focused on two main subjects: To identify the attitudes and behaviors that raise the risk on cybersecurity among the participating students; to characterize the acquired students’ cybersecurity and cyberawareness skills. Global and individual scores and the histograms for attitudes and behaviors are presented. The items in which we have observed significant differences between sixth and ninth grades are depicted and quantified by their corresponding p-values obtained through the Mann–Whitney non-parametric test. Regarding the results obtained on the assessment of attitudes and behaviors, although positive, we observed that the attitudes and behaviors in ninth grade students are globally inferior compared to those attained by sixth grade students. The deployed strategy for cyberawareness was applied in a school context; however, the same approach is suitable to be applied in other types of organizations, namely enterprises, healthcare institutions and public sector.
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