Introduction
In cybersecurity, tending to the necessities of linguistically marginalized clients is basic to guaranteeing extensive security against digital dangers. The article by Ngo et al. (2024) addresses this need by analyzing the requirement for cybersecurity preparing programs customized to web clients with restricted English capability.
Topic Significance to Sociology Principles
The subject aligns with sociology standards by accentuating the significance of inclusivity and openness in cybersecurity education. It underlines the significance of comprehending human conduct, correspondence elements, and social impacts on cybersecurity rehearses. By eliminating language obstructions, this exploration elevates equivalent admittance to network protection information and adds to a more comprehensive and versatile computerized society.
Research Questions and Speculations
The review was to determine the significance and viability of cybersecurity education endeavors focused on people with restricted English capability. It also analyzed the likely effect of custom-made instructive mediations on further developing cybersecurity information and ways of behaving in this populace and addressing the unique necessities and difficulties faced by semantically underestimated internet clients (Ngo et al., 2024).
Research Technique
A pilot study approach was utilized to survey the practicality and possible viability of a cybersecurity preparation program. They utilized qualitative strategies, for example, reviews and meetings, to investigate members’ cybersecurity awareness, mentalities, and conduct (Ngo et al., 2024). Through this approach, they better understand the demands and challenges linguistically underrepresented online customers face concerning cybersecurity perceptions and practices.
Data and Analysis
Experts determined the information required by assessing participants’ backgrounds, language proficiency, security awareness, and hindrances. The research topic covered a thematic analysis of qualitative data from the meeting to identify commonalities such as safety awareness, challenges, and ideas on creating cybersecurity training programs for linguistically challenged individuals.
Relating to Marginalized Groups
The article highlights obstacles that non-linguist-considered populaces face due to language barriers in cybersecurity because of language problems. On the one hand, it addresses these problems; it does so through advocating the recognition of minority communities, advancement of digital awareness and equal access to cybersecurity resources, and reaffirmation of cultural heritage.
Contributions to Society
The study has implications that can be useful for effective cybersecurity education strategies and practices. Customized programs enhance the skills and knowledge in safety and overall network security of culturally diverse people. Eventually, it will build a more secure environment for all customers and bring cyber rights and user privacy to the internet.
Conclusion
Ngo et al.’s (2024) study focused on language barriers in network security education and how they must be addressed. The analysis would be the most important tool in the sociological goal of enhancing diversity and inclusivity in social safety to represent the requirements of the discriminated and to come up with appropriate mediations.
References
Ngo, F. T., Deryol, R., Turnbull, B., & Drobisz, J. (2024). The Need for a Cybersecurity Education Program for Internet Users with Limited English Proficiency: Results from a Pilot Study. International Journal of Cybersecurity Intelligence & Cybercrime, 7(1), 2. https://vc.bridgew.edu/ijcic/vol7/iss1/2/