Development and Validation of the Cybersecurity Literacy Assessment Scale for Lower Secondary Students: Initial Evidence from Grade 9 Students in Bangkok, Thailand

Abstract

Cybersecurity literacy has become an essential area of digital education, particularly for adolescents who actively use digital devices, social media platforms, and online learning environments. This study aimed to develop and validate the Cybersecurity Literacy Assessment Scale (CLAS) for lower secondary students, using empirical evidence from Grade 9 students in Bangkok, Thailand. An exploratory sequential mixed-methods design was employed. In the qualitative phase, relevant literature was synthesized to identify the components and indicators of cybersecurity literacy. The synthesis identified four components: 1) protecting devices and digital content, 2) protecting personal data and privacy, 3) safe and secure use, and 4) secure identity management—comprising nine indicators. Based on this structure, a 30-item CLAS was developed to assess students’ self-reported knowledge, awareness, and cybersecurity-related practices regarding the safe and responsible use of digital technologies. Content validity was examined using the Content Validity Index. The I-CVI values ranged from .80 to 1.00, and the overall S-CVI/Ave was .91, indicating satisfactory content validity. In the quantitative phase, the scale was administered to 455 Grade 9 students. Confirmatory factor analysis supported the four-component measurement structure, with acceptable model fit indices: χ²/df = 1.247, GFI = .950, AGFI = .930, NFI = .970, TLI/NNFI = .990, CFI = 1.00, RMSEA = .016, RMR = .034, and SRMR = .034. Composite reliability values ranged from .610 to .759. The findings provide initial psychometric evidence for the CLAS as a theoretically grounded instrument for assessing cybersecurity literacy among Grade 9 students in an urban Thai educational context.