Social Science Principles

This study from the International Journal of Cybersecurity Intelligence and Cybercrime relates to social science principles with sociology, psychology, and anthropology references. These three social sciences are examined in the context of providing comprehensive, inclusive cybersecurity education to individuals with Limited English Proficiency (LEP).

Research Questions

            The journal aims to explore the effectiveness of education regarding cybersecurity and technical terminology for LEP internet users. The hypothesis is based on studies that show that people with LEP are at a greater risk of cyber victimization because most cybersecurity education is in English, leaving them significantly less educated on the topic as a native English speaker on the Internet. The questions addressed by the individuals with LEP in this journal are on cybercrime victimization, cyber safety behavior, educational curriculum, and feedback and suggestions. 

Research Methods and Data Analysis

            The methods used in this journal were applied as qualitative research. Through focus groups and in-depth interviews, the goal was to gain deeper insights into the individuals’ understanding of cybersecurity concepts and learning needs. Additionally, quantitative research was used through questionnaires and self-reporting measures. The data was analyzed pre-test/post-test. The pre-test was given before training on cyber-awareness, and the post-test was administered after the individuals completed educational training within their focus groups. 

Relations to CYSE201S

This journal relates to module 2 the most because of the ethical ideas of cyber-awareness and responsibility. Module 2 also delves into research questions and hypotheses are formed, as well as research methods. Lastly, the idea of parsimony is heavily influenced within this journal as it tries to keep cyber-education for individuals with LEP as simple as possible. 

Challenges Discussed

This journal discusses the challenges related to cybersecurity education for individuals with LEP since most of the education is in English. The challenges discussed are cybercrime victimization, language barriers, technical terminology, and a lack of reporting mechanisms (most are in English).

Conclusion

 The journal presents a study on the importance of cybersecurity education among individuals with LEP. It highlights the vulnerability of LEP individuals to cybercrime due to language barriers and the lack of resources in their native languages. The study suggests that tailored cybersecurity education programs can significantly improve LEP users’ understanding and implementation of cyber safety practices. As a final by-product of its study, the journal also provides recommendations on how to remedy this problem. 

                                                               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). https://doi.org/10.52306/2578-3289.1160