Ethical Hacking in the Digital Age: Insights from Twelfth Graders

Abstract

Purpose - This study examines the impact of teaching ethical hacking to twelfth graders in a private school from the students' perspective. It analyzes using an ethical hacking pedagogical approach to enhance information security instruction. Method - A case study design was employed, and data were collected through semi-structured interviews with three twelfth-grade students who were purposefully selected to investigate their experiences with ethical hacking. Results - The findings indicate that ethical hacking positively impacts students' professional development by enhancing problem-solving, critical thinking, teamwork, and communication skills relevant to various fields. Notably, twelfth graders participating in ethical hacking form a close-knit community that collaborates and shares resources, fostering positive social interaction. Additionally, the findings highlight that this teaching method helps twelfth graders prioritise legal aspects, such as obtaining authorisation and respecting privacy laws. Furthermore, teaching ethical hacking challenges stereotypes, promotes responsibility, and encourages a positive attitude towards cybersecurity. The findings suggest that incorporating ethical hacking into information security instruction offers practical and engaging learning opportunities. Originality – The results are significant because few studies have examined twelfth graders' perceptions of ethical hacking in the era of digital advancement. This research enhances the likelihood of successful and problem-free information security programmes.