CYBER SECURITY AWARENESS AND EDUCATION RESEARCH Professor Elmarie Kritzinger

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security awareness in South Africa. Growing a cyber-security awareness culture in South Africa starts with commitment on the part of researchers within higher education to participate in research intended to contribute to the body of knowledge regarding the current situation in the country.

This report is part of a cyber-security awareness and education research project undertaken within the ambit of the School of Computing, which falls under the College of Science, Engineering and Technology at the University of South Africa (Unisa). The cyber security awareness and education research project focuses primarily on issues relating to cyber security that have both a direct and an indirect impact on school learners, parents and education. This research report investigates a number of current cyber security problems faced by

school learners, including social acceptance of mobile use, cyber bullying and access to inappropriate material.

The fi ndings of this research report highlight the urgent need for proper cyber security awareness, education and protection among school learners.

Supporting the youth through research. Prof Elmarie Kritzinger, University of South Africa

We live in a world where technology is integrated into our daily lives. We spend more and more time using the internet for work, education and socialising. Being part of this cyber world is no longer a luxury, but a necessity for many cyber users.

We are becoming the cyber generation.

It is, however, important to understand that in order to be part of the cyber generation, all cyber users must protect themselves and their personal information, and need to understand the possible cyber threats associated with using cyber devices and tools such as mobile phones, tablets and desktops, and connectivity to the internet.

Ideally, all cyber users should understand the technology they use and how to use it properly and safely. To this end, we envisage that this report will contribute to the growth of a culture of cyber

introduction

backgroundMillions of people throughout the world use different kinds of information communication technology (ICTs) daily. Two key technological advancements which have have emerged in the past decade are mobile devices and the internet.

Mobile communication and internet access are crucial to the lives of many cyber users. In the past few years the

users of these ICT tools have expanded to include children (school learners) as personal internet users. School learners utilise their mobile phones and internet access for socialising, education and knowledge gathering, and out of pure curiosity. The benefi ts of access to mobile communication and the internet are enormous,

education research project education research project undertaken within the ambit undertaken within the ambit of the School of Computing, of the School of Computing, which falls under the College which falls under the College of Science, Engineering and of Science, Engineering and Technology at the University of Technology at the University of

awareness and education awareness and education research project focuses research project focuses primarily on issues relating to primarily on issues relating to cyber security that have both cyber security that have both a direct and an indirect a direct and an indirect impact on school learners, impact on school learners, parents and education. This parents and education. This research report investigates a research report investigates a number of current cyber number of current cyber security problems faced by security problems faced by

Prof Elmarie Kritzinger, University of Prof Elmarie Kritzinger, University of South AfricaSouth Africa

users of these ICT tools users of these ICT tools

include children (school include children (school

internet users. School learners internet users. School learners utilise their mobile phones utilise their mobile phones and internet access for and internet access for socialising, education and socialising, education and knowledge gathering, and knowledge gathering, and out of pure curiosity. The out of pure curiosity. The benefi ts of access to mobile benefi ts of access to mobile communication and the communication and the internet are enormous, internet are enormous,

The data for this report was collected through a web-based survey which included a combination of open-ended and forced-choice responses. Participants were sent aweb-link to the survey and made aware of their anonymity as no identifying data was being collected. The questionnaire focused on several areas including: respondent demographics; cellphone & internet use; access to inappropriate material; cyber-bullying perceptions and experiences.

The fi nal sample included 503 respondents (278 males), representing all races across all 9 provinces in South Africa. The respondents were high school learners (67% government school) between the ages of 16-19, all with access to the internet as a result of the research methodology adapted in the current study.

and this access must be promoted in a proper and safe manner. However, this dependence on and use of these ICT tools brings new and dangerous cyber security risks and threats. It is therefore essential that all cyber users, especially school learners, understand the security risks and threats associated with using the internet and mobile phones. School learners are becoming increasingly at risk when using ICT tools, and are vulnerable to the danger of revealing compromising personal information or being exposed to inappropriate material.

Most of the time there are no boundaries when school learners connect to the internet and use their mobile devices. Without proper knowledge and supervision they could access inappropriate material or unwittingly compromise their personal information. It is therefore vital that they be educated about all possible cyber risks and how to protect themselves. It is also important to educate teachers, parents and caregivers to ensure that they are also aware of the risks, as they need to assist children in this regard.

In order to improve cyber security awareness and education among school learners, it is vital to obtain and analyse statistical information on the use and the results of ICT tools by this group. The present research report focuses primarily on school learners (ages 16–19) to obtain realistic statistical data that can be used in planning proper cyber awareness and education programmes for school learners.

methodology and sample

45%

55% Female

Gender split

Male

perceptions and experiences.

Female

Male

Racial split

17%

13%

44%

25%

Black

White

Coloured

Asian/Indian

internet access is higher than access across any other devices. Overall, internet usage is high with 41% of respondents spending more than 3 hours on the internet in an average day. This reflects global trends of increased technological consumption and increasing internet

While mobile penetration in South Africa is currently at around 65.7% (Sub-Saharan Africa Mobile Economy, 2013), 99% of respondents in the current sample claimed to have cellphones. Almost all learners (98%) report having access to the internet through their cellphones. Mobile

the 'consumed' consumer

they are not allowed to use cellphones at any time while at school, 15% claim that they do so anyway. Other learners report mobile usage during break-times (37%) or suggest that their schools have no regulations (10%). Interestingly, 6% of respondents claim that they are mostly accessing the internet at school, compared to other locations.

penetration rates. Cellphone usage in the school environment remains topic of debate and inquiry both globally and in the South African context, and various school regulations are exercised to control this. Although 36% of South African youth in this study report that

Are you allowed to use your cellphone during school hours?

Percentage(%)

Only during breaks

No

No, but I use it anyway

Yes (anytime)

Other arrangement

37

36

15

10

2

On average, how many hours a daydo you use your cellphone?

Percentage(%)

More than 3 hours

Between 2-3 hours

Between 1-2 hours

Between 30 minuites - 1 hour

Less than 30 minutes

60

18

13

5

4

What do you use your cellphone for?

Percentage(%)

Social networking

Making and receiving calls

Using Mxit/whatsapp/BBM

Sending/receiving SMS’s

96

96

95

95

94

Surfing/browsing the internet

Sending/receiving pictures

Sending/receiving emails

Playing games

93

91

83

76

Visiting chatrooms 47

Accessing the internet 41%Of respondents spendmore than 3 hours a dayon the internet.

60%Of respondents spendmore than 3 hours a dayon their cellphones.

monitor meLearners report high levels of parent and teacher involvement concerning online safety. 79% of respondents report that the dangers associated with internet usage have been explained to them by either their parents and/or teachers, while 39% report that their internet usage is monitored. Only 22% of the sample claims that this usage is monitored using installed parental guidance software. Levels of parental monitoring

are similar regarding mobile usage (36%). Although the reported involvement of parents, teachers and guardians regarding online safety is moderately high, this research shows that 25% of learners have not had any guidance regarding cellphone safety.

Despite the levels of guidance and online monitoring, 35% of learners have claimed that they have tried to hide their

online activity. The majority of this material was pornographic content. 63% of the sample has however, accessed ‘inappropriate’ internet material. Of these respondents, only 34% reported that the material was accessed intentionally. These statistics suggest that there need to be stricter controls or increased education around the exposure of young teens to inappropriate online content that may be unsafe or harmful.

Yes(%)

No(%)

I do not know(%)

Do your parents, guardians or teachers monitor your internet use?

Is any type of parental guidance software installedwhere you access the internet?

Have your parents/guardians/teachers discussed the dangers of using the internet?

Have you ever accessed what you think may beinappropriate internet material?

Have you ever tried to hide any of your online actions?

39 61 0

22 62 17

79 21 0

63 37 0

35 65 10

Access to inappropriate material

0

10

20

30

34

66

40

50

60

70

Intentional Unintentional

beware what you share 93% of learners believe that possible dangers and threats exist when using the internet. The majority of respondents are most concerned with the possibility of online scams or the privacy of their own personal information. Various threats, including exposure to online predators and inappropriate content, computer viruses and internet addiction are key issues associated with internet usage. Cyber-bullying, a phenomenon which has gained recognition with the increasing availability and access to the internet, is perceived as an online threat by 41% of learners.

Do you think there are possible dangers orthreats when you use the internet?

0

20

93

7

40

60

80

100

NoYes

cyber-bullying: the experience Although only 4% of learners claim that they have personally been cyber-bullied and 4% remain uncertain, 65% of learners say that they are aware of cyber-bullying incidents in their schools. Furthermore, 18% of the leaners report personally knowing a friend or family member who has been cyber-bullied in some way. Interestingly, while 8% of respondents say that they have previously cyber-bullied another person, 14% of respondents are uncertain. This uncertainty (for both victims and perpetrators) suggests that more clarity and education is required around this ‘new age’ phenomenon. The cyber-bullying incidents reported in this study occur largely on instant messaging platforms such as BBM, WhatsApp, or MXit and on facebook or in chatrooms. Over 90% of learners use their cellphones for these networks. The opportunity for anonymity associated with such social platforms and the internet in general resonates in these results- which show that the majority of respondents who experienced cyber-bullying were victimised by an anonymous individual (42%), or by someone that was met online and not known on a personal level (37%). ‘Perpetrators’ were also likely to attend the same school as the victim (37%) and were not generally from the victims’ home community. These findings suggest that cautious and informed online navigation as well as cyber-security awareness education in schools may influence the nature of

cyber-bullying. Victims of cyber-bullying were mostly likely to speak of the incident to their siblings and were least likely to discuss the incident with their teachers. The majority of those who did not discuss the incident at all revealed that they did not feel the issue was important enough to discuss (45%). Others claimed that they were too embarrassed to disclose details (37%), did not feel comfortable talking

about it (21%), or did not think that talking to anybody would actually help and make a difference (21%). Although 32% of these individuals say that the cyber-bullying incident had no impact on their lives, 32% claimed that they became depressed and started to avoid digital online mediums.

Who was the person/s that cyberbullied you?Percentage

(%)

Someone I met online/through my cellphonethat I don;t know personally

Someone from my school

The person was anonymous

Someone from another school

Someone in my home community

42

37

37

18

13

Other 3

65%Of respondents know ofcyber-bullying incidentsin their schools

73%Of the cyber-bullying victims claimthey were targeted on Facebook

""

They picked on how I looked and said I would never be successful because of my appearance

" "I received anonymous rude sms’s and phone calls

32%Of cyber-bullying victimssay the incident made them depressed

cyber-bullying: the perceptions Although high levels of personal cyber-bullying experiences were not reported, 88% of learners believe that cyber-bullying is a big deal and 90% of learners say that there needs to be more education around preventing cyber-bullying by both teachers and parents/guardians. Furthermore, there is a desire for cyber-security awareness to be included as part the school curriculum (46%). Recommendations around this suggest that the topic should be addressed in life orientation classes and thatthere is opportunity for variouseducational and awareness campaigns to be introduced.

How has being cyber bullied impacted your life?

Percentage(%)

It has had no impact

It has made me avoid digital online mediums

It has made me depressed

I am embarrassed

It has affected my reputation negatively

32

32

32

24

18

Other 13

I have lost friends 11

I was called by an unidentified caller and he said I must buy airtime and what was I wearing to bed

""

""

Someone tried to bad mouth me and my mother put a stop to it by calling the parents

""

Someone just sent me threatening messages to my cellphone and later called to scare me more

90%Of respondents say that there needs to be more education in schools aroundpreventing cyber-bullying by teachers

90%Of respondents say that there needs to be more education in schools aroundpreventing cyber-bullying byparents/guardians

summaryTogether with existing literature, the current research reiterates the large degree to which technology is integrated in the lives of South African youth. High levels of internet access and mobile usage create a ‘cyber-world’ in which youth are constantly immersed. Although concerns around online scams and privacy of personal information are fl agged as the most notable ‘internet threats’, over 40% of South African youth in this sample report that cyber-bullying is also an issue and 88% feel that it is a ‘big deal’.

Despite the moderate levels of involvement by teachers and parents in education around cyber-security awareness, there is a strong desire for this topic to be covered within the school curriculum, particularly within the life-orientation subject. These fi ndings suggest that various educational campaigns addressing cyber-bullying should be implemented in the South African high school environment in order to address a ‘new-age’ phenomenon that may increase in prevalence as a result of further technological developments and advances.

is a strong desire for this topic to be covered within the school curriculum, particularly within the life-orientation subject. These fi ndings suggest that various educational campaigns addressing cyber-bullying should be implemented in the South African high school environment in order to address a ‘new-age’ phenomenon that may increase in prevalence as a result of further technological developments and advances.

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