Exploring theoretical constructs of cybersecurity awareness and training programs: comparative analysis of African and U.S. Initiatives

Abstract

This review paper presents a comparative analysis of theoretical constructs underpinning cybersecurity awareness and training programs in Africa and the U.S. By examining these initiatives' design, delivery, and outcomes. The paper highlights how different educational theories—behaviourist, cognitive, and constructivist—are adapted to suit thetwo regions' diverse cultural and economic contexts. The analysis reveals significant variations in program effectiveness, driven by factors such as digital literacy levels, technological infrastructure, and localized cyber threats. Recommendations for policymakers and practitioners emphasize the need for tailored, context-sensitive approaches to enhance cybersecurity education globally. The study underscores the importance of continuous adaptation and cross-regional collaboration in developing effective cybersecurity awareness and training programs to address the evolving landscape of cyber threats. Keywords: Cybersecurity Awareness, Training Programs, Comparative Analysis, Educational Theories, Cultural Adaptation, Digital Literacy.