Exploring the Role of Cyber Security Threat Awareness on Creation of a Secure Learning Environment in Kenya’s Tertiary Institutions: a case of Nakuru County

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.