The Role of Cybersecurity Awareness in Office Technology and Management: Implications for Business Education

Abstract

This study explores the role of cybersecurity awareness in office technology and management and its implications for business education. Using a descriptive survey research design. The study targeted a population of 300 participants, including 100 lecturers, 50 professionals, and 150 final-year undergraduate students from selected universities in Nigeria. A stratified random sampling technique was employed to ensure representation from each subgroup. The data were collected using a structured questionnaire titled "Cybersecurity Awareness and its Role in Office Technology and Management Survey (CAROTMS)," which was divided into three sections: demographic information, cybersecurity awareness levels, and the integration of cybersecurity practices. The questionnaire was validated through two expert consultations and a pilot test, yielding a Cronbach’s alpha coefficient of 0.87, ensuring reliability. Data were collected through physical distribution and online surveys, with follow-up reminders to provide a high response rate. The data were analyzed using descriptive statistics (mean and standard deviation) to assess the awareness levels among different groups and the impact of cybersecurity awareness on office technology practices. The findings revealed that cybersecurity awareness significantly enhances the teaching and learning of business education courses and the overall cybersecurity competence of students and educators. Both educators and students exhibited strong knowledge of institutional policies, secure behaviors, and data encryption, promoting secure online environments and ethical standards. However, the study also identified gaps in secure methods of sharing sensitive information, which need improvement. The study highlights the importance of integrating comprehensive cybersecurity training into business education curricula to enhance teaching, learning, and career preparedness, ensuring a secure and effective educational environment. Based on the findings of the study, it was recommended that institutions offering Office Technology and Management (OTM) programs should integrate comprehensive cybersecurity awareness training into their curricula. This training should cover topics such as data protection, secure communication practices, phishing identification, and safe online behaviors.

Introuction

In the 21st century, advancements in technology have revolutionized the educational landscape, particularly in business education and office technology and management (OTM). The integration of digital tools and platforms into teaching and learning has transformed how information is communicated, stored, and managed. With these technological advancements, educational institutions, educators, and students are increasingly relying on digital platforms for a wide range of activities. However, this growing dependence on technology has introduced new risks, especially cybersecurity threats such as data breaches, phishing attacks, malware, and ransomware. These threats highlight the importance of cybersecurity awareness to safeguard sensitive information and ensure the secure utilization of technology in education (Miller & Johnson, 2020; Adekunle & Thomas, 2022).

Cybersecurity awareness refers to the understanding of digital threats and the preventive measures required to mitigate these risks. For students and educators in the fields of OTM and business education, cybersecurity awareness is essential given their regular use of virtual learning platforms, email communication, and cloud-based storage systems. Lack of awareness exposes individuals to vulnerabilities, such as identity theft, financial fraud, and accidental disclosures of sensitive information, which can undermine the integrity of educational processes (Brown et al., 2021; Williams & Chen, 2023). This makes it crucial for students and educators alike to be equipped with the knowledge necessary to navigate these digital risks effectively.

OTM programs, which focus on preparing students to manage office systems and adopt digital tools, are heavily reliant on an understanding of cybersecurity principles. Without cybersecurity awareness, students may struggle to navigate the risks associated with modern office technologies, thus hindering their ability to be effective in professional environments (Nguyen & Adeyemi, 2024). In business education, where the demand for skilled graduates in a technology-driven world is growing, prioritizing cybersecurity awareness becomes imperative. Educators play a key role in fostering this awareness by incorporating cybersecurity principles into their curricula and promoting safe and ethical technology use. Despite the clear need for this integration, many institutions face challenges such as inadequate training programs, limited access to cybersecurity resources, and a lack of institutional policies addressing digital security (Adams & Thomas, 2023; Johnson & Lee, 2024).

The significance of cybersecurity awareness extends beyond individual educational institutions to the broader field of business education. By ensuring that both students and educators are equipped with adequate cybersecurity knowledge, institutions can enhance the security of their digital environments, improve teaching and learning outcomes, and better prepare graduates to meet the technological demands of the modern workplace. This study seeks to explore the role of cybersecurity awareness in Office Technology and Management and its implications for the effective delivery of business education courses.

The first objective of this study is to examine the level of cybersecurity awareness among students and educators in OTM programs. Research has demonstrated that low levels of awareness regarding cybersecurity threats such as phishing, malware, and ransomware can lead to compromised academic data and disrupted learning environments (Nguyen & Adeyemi, 2024). Educators, who are expected to model safe digital practices, often lack the training and resources necessary to effectively address these risks (Williams & Chen, 2023). Similarly, students may underestimate the importance of practices like using strong passwords, secure file sharing, and identifying fraudulent online activity. Understanding the existing levels of cybersecurity awareness is vital for designing targeted interventions that can ensure the safe use of technology in OTM programs. Empirical studies have uncovered significant gaps in cybersecurity awareness among both students and educators. For example, Adeboye et al. (2022) found that only 40% of educators in Nigeria demonstrated adequate knowledge of cybersecurity practices, highlighting the lack of training and awareness programs. Similarly, research by Smith and Green (2021) revealed that over 60% of business education students failed to recognize phishing scams or adopt secure password practices. A study by Lee and Zhang (2023) also found that while students in technology management programs had high exposure to digital tools, their awareness of cybersecurity threats was limited, primarily due to insufficient integration of cybersecurity topics into the curriculum.

The second objective of this study is to analyze the implications of cybersecurity awareness for the effective teaching and learning of business education courses. Knowledge of cybersecurity threats and the necessary preventive measures enables educators and students to create secure digital learning environments that foster academic integrity and the effective use of technology. On the other hand, lack of awareness can lead to data breaches, loss of sensitive academic information, and disruptions in online teaching and learning processes (Adams & Thomas, 2023). As business education increasingly relies on digital platforms for course content delivery, addressing cybersecurity concerns is vital to ensure smooth academic interactions. Moreover, equipping students with cybersecurity competencies prepares them for success in technology-driven workplaces where data security is a critical concern (Johnson & Lee, 2024). Numerous studies have explored the relationship between cybersecurity awareness and the effectiveness of teaching and learning in business education. Jones et al. (2023) found that educators with high levels of cybersecurity awareness were more likely to implement secure digital learning platforms, thereby enhancing student engagement and data protection. In contrast, Okafor and Adeyemi (2022) reported that low cybersecurity awareness among educators in Nigerian business education programs resulted in frequent data breaches and disrupted online learning. Additionally, Johnson and Taylor (2024) demonstrated that institutions offering structured cybersecurity training programs saw a 30% increase in the effective use of online teaching tools, thereby improving the overall learning experience.

Problem of the Study

The rapid integration of technology into business education and Office Technology and Management (OTM) has revolutionized teaching, learning, and administrative processes. However, this technological shift has also introduced significant cybersecurity risks, such as data breaches, phishing attacks, identity theft, and ransomware. These threats compromise the confidentiality, integrity, and availability of critical information, posing challenges to educational institutions, educators, and students alike. Despite the increasing reliance on digital tools in OTM, there is evidence of inadequate cybersecurity awareness among students and educators, which exacerbates vulnerabilities in educational environments (Adekunle & Thomas, 2022; Nguyen & Adeyemi, 2024). Many institutions offering OTM and business education programs lack structured initiatives to equip students and educators with the necessary knowledge and skills to address cybersecurity threats. The absence of robust cybersecurity policies, limited access to relevant training programs, and insufficient institutional funding for advanced cybersecurity infrastructure have left educators and students ill-prepared to navigate the risks associated with modern office technologies (Adams & Thomas, 2023; Johnson & Lee, 2024).

Furthermore, the curriculum in many business education programs does not adequately emphasize cybersecurity principles, leaving a gap in students’ preparedness to handle technology-driven office environments. This lack of preparedness threatens the employability of graduates and their ability to meet the demands of workplaces where cybersecurity has become a critical competency. Educators, too, often lack adequate training in cybersecurity, which hinders their ability to model and impart safe digital practices (Williams & Chen, 2023).

The insufficient emphasis on cybersecurity awareness in OTM and business education has broader implications for institutional reputation, academic integrity, and workforce readiness. Without addressing this gap, educational institutions risk falling behind global standards and producing graduates who are ill-equipped to manage the technological demands of the modern workplace. Therefore, the problem of this study is the lack of cybersecurity awareness among students and educators in Office Technology and Management, which undermines the effective integration of digital tools, jeopardizes the security of educational environments, and limits the preparedness of graduates for the demands of the 21st-century workplace. Addressing this issue is crucial for ensuring that business education programs remain relevant and that students are adequately equipped to succeed in a technology-driven world.

Objectives of the Study

The study investigated the role of cybersecurity awareness in office technology and management: Implications for Business Education. specifically, the study aimed to

1. To examine the level of cybersecurity awareness among students and lecturers in Office Technology and Management programs in business education.
2. To evaluate the implications of cybersecurity awareness on the effective teaching and learning of business education courses.

Research Questions

Two research questions were formulated for the study:

1. What is the level of cybersecurity awareness among students and lecturers in Office Technology and Management programs?
2. How does cybersecurity awareness impact the teaching and learning of business education courses?

Methodology

The methodology outlines the approach used to investigate the role of cybersecurity awareness in Office Technology and Management and its implications for business education. The study adopted a descriptive survey research design to examine the perceptions and practices related to cybersecurity awareness among educators, students, and professionals in business education. The population comprised 300 business education lecturers, Office Technology and Management professionals, and final-year undergraduate students in business education programs across selected universities in Nigeria. These groups were chosen for their relevance to the study objectives and their direct engagement with office technology and cybersecurity issues. A stratified random sampling technique was employed to ensure representation from each subgroup (lecturers, professionals, and students). The sample consisted of 100 lecturers, 50 professionals, and 150 students, with the sample size determined based on the manageable population and the need for comprehensive data collection.

The primary data collection instrument was a structured questionnaire titled "Cybersecurity Awareness and its Role in Office Technology and Management Survey (CAROTMS)." The questionnaire was divided into three sections: Section A, which gathered demographic information; Section B, which assessed cybersecurity awareness levels using a 5-point Likert scale ranging from "Strongly Disagree" to "Strongly Agree"; and Section C, which evaluated the integration of cybersecurity practices in office technology and its implications for business education. The questionnaire was validated through consultations with experts in cybersecurity and business education, and a pilot test conducted with 30 participants ensured reliability, yielding a Cronbach’s alpha coefficient of 0.87.

Data were collected through a combination of physical distribution and online surveys. The questionnaires were administered directly to lecturers and professionals, while students were invited to participate via online forms. Follow-up reminders and phone calls were made to ensure a high response rate. The data were analyzed using descriptive statistics, such as mean and standard deviation, to summarize responses and identify patterns. An independent t-test was used to compare awareness levels between different groups, while regression analysis examined the impact of cybersecurity awareness on office technology practices. This methodology provided a systematic and robust approach to achieving the study's objectives and offered a comprehensive understanding of the relationship between cybersecurity awareness, office technology, and business education.