A Systematic Literature Review of Models and Factors Influencing E-Learning Cybersecurity Awareness Among University Students
Shaikha Hasan, Fatema AlJazeeri, Hasan Hameed Hasan Ahmed Abdulla, Zainab Almahafdha, Jaflah Al-Ammary · 2024
The rapid adoption of the Internet has revolutionized various sectors, including e-learning, significantly improving accessibility and convenience for students worldwide. However, the proliferation of e-learning platforms has also introduced substantial cybersecurity risks, such as threats to the confidentiality, integrity, and availability of educational resources. Therefore, students have to be aware of e-learning security to mitigate these substantial risks. This systematic literature review investigates the existing models for evaluating e-learning cyber-security awareness among university students. By examining diverse models and factors that influence e-learning security awareness, the review comprehensively analyzes existing research and identifies key themes and trends. The review employs a rigorous methodology, including the PICOC framework, and is done over the most popular research databases, such as IEEE Xplore, ACM Digital Library, Scopus, Web of Science, and JSTOR, to ensure a comprehensive coverage of relevant literature. Various models, such as the Knowledge-Attitude-Behavior (KAB) model, Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and Integrated Behavioral Model (IBM), are investigated to understand the various models examine different factors affecting university students' e-learning security awareness. The key finding indicates that KAB is the most used model. Furthermore, behavioral aspects, prior knowledge, attitudes, educational level, and environmental constraints are the key factors influencing students' cybersecurity awareness. The implications for practice suggest integrating cybersecurity education into curricula, developing personalized and practical awareness programs, and enforcing robust policies.