| dc.description.abstract | Cybersecurity threats pose significant risks in today's interconnected world, impacting
individuals, organizations, and national security. Despite the growing incidence of
cyberattacks on private and public institutions, limited attention has been given to
individual cybersecurity awareness, particularly in developing countries. This study
examines cybersecurity threat awareness among students in tertiary institutions in Nakuru
County, Kenya, focusing on their knowledge of cybersecurity policies, experiences with
cyber threats, and institutional preparedness. Guided by the Social Learning Theory and
Technology Acceptance Model, the study adopts a convergence explanatory research
design. The target population comprises 43,500 students, with a sample size of 396 selected
using Yamane’s formula. Data was collected through questionnaires, interviews, and focus
group discussions, and analyzed using thematic and statistical techniques. The findings
reveal a moderate awareness of cybersecurity policies among students, with significant
knowledge gaps that expose them to risks. A substantial number have encountered
cybersecurity threats, including phishing, malware attacks, and social engineering scams,
highlighting the need for targeted educational interventions. Institutional preparedness
plays a crucial role in fostering a secure learning environment; however, many institutions
lack adequate cybersecurity infrastructure and training programs. Correlation analysis
indicated strong positive relationships between key variables: awareness of cybersecurity
policies and creation of a secure learning environment (r = 0.851; p = 0.000), incidence of
cybersecurity threats and secure learning environments (r = 0.863; p = 0.000), access to
cybersecurity education and creation of a secure learning environment (r = 0.816; p =
0.000), and institutional preparedness and secure learning environments (r = 0.848; p =
0.000), Regression results showed that Extent of Awareness of Cybersecurity Policies (β
= 0.257; p = 0.000), Incidence of Cyber Security Threats Experienced (β = 0.310; p =
0.000), Preparedness of Diverse Tertiary Institutions (β = 0.228; p = 0.000), and Access to
Cybersecurity Education (β = 0.176; p = 0.000) were significant predictors of the creation
of a secure learning environment. The overall model was highly significant (R = 0.899; R²
= 0.808; F(4,336) = 354.555; p < 0.001). Based on these findings, the study recommends
integrating comprehensive cybersecurity awareness programs into tertiary curricula,
enhancing institutional cybersecurity policies and infrastructures, and offering continuous
training to strengthen students' resilience to cyber threats. Additionally, policymakers and
educational stakeholders should support the development of robust cybersecurity
frameworks to safeguard learning environments. Universities should establish
cybersecurity task forces, collaborate with industry experts, and ensure that all students,
irrespective of the type of institution attended, have equal access to cybersecurity education
and protection mechanisms. Future research should assess the long-term effectiveness of
cybersecurity interventions and explore the role of emerging technologies in mitigating
cyber risks within academic settings. | en_US |
