Computer Teachers' Perspectives on the Integration of Cybersecurity Concepts into Secondary Computer Curricula in Saudi Arabia

Abstract

Despite research conducted on cybersecurity education at international and regional levels, little empirical data has been collected regarding the Saudi secondary school computer curricula through the perceptions of computer teachers. Hence, this study explores the perspectives of computer teachers in Saudi Arabia towards the inclusion of cybersecurity concepts in computer curricula taught in secondary schools. A cross-sectional design was used with a sample of 414 teachers to collect data through an online questionnaire. Findings show that educators see an average degree of incorporation of cybersecurity issues, and the greatest focus on achieving digital citizenship and digital capabilities of students. On the other hand, the implementation of cybersecurity skills and the evaluation of knowledge among students were viewed as underrepresented in the curriculum. The findings also showed no statistical significance in the difference in the views of teachers, depending on their gender, experience, or enrollment in training courses, indicating that there was a common perspective that was more influenced by the curriculum structure rather than their personal characteristics. The findings illustrate the necessity of curriculum modification that is not confined to the level of conceptual knowledge but incorporates the level of applied, competency-based cybersecurity learning outcomes. The inclusion of real-life exercises, real-life situations, and the form of assessments would help to improve the skills of students to react safely to cyber threats.