Article Review #1: Enhancing Cybersecurity Education in Ecuador
Jasmine Watford
9/29/24

Relation to the Principles of Social Sciences
The study on cybersecurity education in Ecuador relates to various principles of social sciences,
particularly in the contexts of sociology and education. It examines the societal structures and
cultural influences affecting educational reforms and workforce development in a developing
nation. The findings highlight how socioeconomic factors, government policies, and institutional
capacities shape the ability to train a skilled cybersecurity workforce.

Research Questions or Hypotheses
The research is driven by two primary questions:
What are the challenges that universities face in providing cybersecurity education in Ecuador?
How can Ecuador enhance cybersecurity education to support national cybersecurity
capabilities?
These questions aim to identify specific barriers to cybersecurity education and explore potential
strategies for improvement, reflecting the need for a structured approach to developing human
capital in this critical sector.

Research Methods Used
The study employs a qualitative thematic analysis as its primary research method. This involves
conducting interviews with higher education leaders and students in Ecuador to gather insights
and perceptions regarding the current state of cybersecurity education.

Types of Data and Analysis
Data were collected through interviews with academic leaders and students who provided their
views on cybersecurity education within their institutions. Thematic analysis was then used to
analyze this qualitative data, facilitating the identification of key themes about current
educational practices, gaps, challenges, and recommendations for enhancement of
cybersecurity education in Ecuador.

Relation to Concepts from PowerPoint Presentations
This study relates to the concepts we covered in the powerpoint presentations by showing lack
of diversity in cybersecurity, and could show how certain socioeconomic factors create
cybercriminals, the workforce development in cybersecurity, and the educational framework. It
reflects key points such as the intersection of education and national security, illustrating how
educational institutions can serve as foundational pillars for a country’s cyber readiness and
protective measures.

Relation to the Challenges, Concerns, and Contributions of Marginalized Groups
The topic addresses concerns faced by marginalized groups, particularly in developing nations
like Ecuador, where limited access to quality education can worsen skills shortages in critical
fields like cybersecurity. The challenges outlined, such as inadequate infrastructure, lack of
resources, and insufficient governmental support, impact not only individuals seeking careers in
cybersecurity but also the nation’s overall security posture. By advocating for improved
educational strategies, the study has the potential to enhance opportunities for marginalized
communities and contribute to bridging the digital divide.

Overall Contributions to Society
The contributions of this study to society are significant, as it provides a framework for
understanding and improving cybersecurity education in Ecuador. By identifying existing gaps
and recommending strategies for development, the research supports efforts to enhance
security preparedness and resilience. Furthermore, the focus on building a skilled workforce
contributes to economic growth, protects critical infrastructure, and fosters an informed society
capable of responding to emerging cyber threats. Ultimately, the study advocates for systemic
change that aligns educational initiatives with national security goals, benefiting the broader
society while specifically targeting areas in need of improvement.

Conclusion
In conclusion, the study underscores the importance of addressing the various challenges faced
by higher education institutions in Ecuador concerning cybersecurity education. By identifying
key barriers and exploring potential enhancements, the research paves the way for strategic
improvements that can foster a more robust cybersecurity workforce in the country.

References:
Frankie E Catota, M Granger Morgan, Douglas C Sicker, Cybersecurity education in a
developing nation: the Ecuadorian environment, Journal of Cybersecurity, Volume 5, Issue 1,
2019, tyz001, https://doi.org/10.1093/cybsec/tyz001

Article Review #2: Exploring Cybercrime Susceptibility Among University Students
Jasmine Watford
Date: November 12, 2024

Introduction
The exploratory study presented in the article investigates the susceptibility of university
students to cybercrime, particularly through phishing attacks. In a rapidly evolving digital
landscape, understanding how social engineering tactics exploit human weaknesses is critical
for enhancing cybersecurity measures. This review will examine how the topic relates to social
science principles, outline the research questions and methods employed, analyze the data,
and explore the implications for marginalized groups.

Relevance to Social Sciences
The intersection of psychology, sociology, and information technology is evident in this research
on cybercrime susceptibility. Social sciences examine human behavior, social interactions, and
the socio-cultural factors influencing individuals’ decisions. The study’s focus on how
demographic variables like gender and status (international vs. domestic students) affect
susceptibility to scams highlights the relevance of social contexts in shaping individual
responses to cyber threats. Additionally, the exploration of cybercrime awareness aligns with
behavioral psychology, which seeks to understand the factors that influence decision-making
and risk perception.

Research Questions and Hypotheses
The primary research question of the study revolves around understanding the risks of
cybercrime for students by assessing their responses to varying types of phishing emails and
exploring their attitudes toward cybercrime before and after exposure. The study hypothesized
that factors such as scam type, cybercrime awareness (as influenced by the ‘Hunter’ vs.
‘Passive’ conditions), gender, IT competence, and perceived internet safety would correlate with
susceptibility to email scams.

Research Methods
The study utilized a quasi-experimental observational design, which involved exposing 138
university participants to different phishing email scenarios over several months. The
participants were categorized into ‘Hunter’ and ‘Passive’ conditions to assess varying levels of
cybercrime awareness. Three types of scam emails were distributed: generic, tailored, and
targeted (‘spear’) phishing attempts. Data were collected based on the participants’ interactions
with these emails, enhancing ecological validity by utilizing a real-world context.

Data and Analysis
The data consisted of participant responses to the phishing emails, including engagement rates
with each type. The analysis employed descriptive statistics and a Generalized Linear Model
(GLM) to explore associations between demographic variables and susceptibility to scams.
Notably, international students and first-year students exhibited a higher likelihood of being
deceived by scams than their domestic and later-year counterparts. The findings indicated that
while email engagement was influenced by the scam type, individual traits like cybercrime
awareness did not significantly predict susceptibility.

Concepts from PowerPoint Presentations
The concepts discussed in PowerPoint presentations related to cognitive biases, social
influence, and risk perception are essential to understanding the findings of this study. The study
focuses on social engineering, which we discussed in the powerpoint presentations.
Challenges, Concerns, and Contributions of Marginalized Groups
The study raises important concerns regarding the heightened vulnerability of certain groups,
particularly international and first-year students, who may lack familiarity with local phishing
tactics and cybersecurity practices. This highlights the need for inclusive educational resources
that address the specific challenges faced by marginalized groups in navigating online spaces.
Understanding these vulnerabilities is crucial for developing targeted interventions to bolster
cybersecurity awareness among diverse student populations.

Conclusion
This exploratory study contributes to our understanding of cybercrime susceptibility among
university students by emphasizing the influence of demographic factors and the nature of
phishing attempts. Despite its limitations, such as potential practice effects and ambiguous
measures of cybercrime awareness, the research underscores the necessity of ongoing
investigations into the complexities of human behavior in the face of cyber threats.

References:
Broadhurst, Roderic, et al. “Phishing and Cybercrime Risks in a University Student Community.”
Virtual Commons – Bridgewater State University, vc.bridgew.edu/ijcic/vol2/iss1/2/. Accessed 12
Nov. 2024.
https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1006&context=ijcic