Developing an Online Cybersecurity Literacy Awareness Module for Post-Secondary Students
Bibliographic record
Abstract
The Internet, a cornerstone of modern engineering innovation, has profoundly reshaped our lives. Despite technological advancements in security, cyberattacks are escalating, with user awareness being a critical mitigation factor. This research investigates cybersecurity awareness and online safety practices among postgraduate students at a Canadian university, recognizing the particular importance of digital safety literacy for future engineers who will design, build, and manage critical digital infrastructure. A campus-wide survey assessed students' experiences with online safety incidents and their awareness levels. Findings revealed over 75% encountered incidents, yet fewer than 20% knew relevant Canadian laws, and 87% were unsure how to report issues. Informed by these results, we developed a tailored online safety module covering prevalent threats like phishing, online abuse, and reporting mechanisms, aiming to enhance digital literacy. An initial pilot study focusing specifically on the phishing component was conducted with senior software engineering students to assess its preliminary effectiveness. Results indicated that even students with cybersecurity backgrounds initially struggled with sophisticated phishing attempts. This paper outlines the module design, pilot implementation findings, and discusses implications for enhancing online safety awareness.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".