Abstract
This research investigated the current maturity levels of cybersafety in South African schools. The maturity level indicates if schools are prepared to assist relevant role players (teachers and learners) in establishing a cybersafety culture within the school environment. The research study measured the maturity levels of cybersafety in 24 South African schools by evaluating the four main elements that are needed to improve cybersafety within schools. These elements are (1) leadership and policies, (2) infrastructure, (3) education, and (4) standards and inspection. The study used a UK-approved measurement tool (360safe) to measure the cybersafety maturity of schools within South Africa, using five levels of compliance (Level 1: full compliance, to Level 5: no compliance). The data analysis clearly indicated that all the schools that participated in the study had a significantly low level of cybersafety maturity and compliance. Schools are starting to adopt technology as part of their educational and social approach to prepare learners for the future, but there is a clear lack of supporting cybersafety awareness, policies, practices and procedures within South African schools. The research proposed a step-by-step approach involving a ten-phase cybersafety plan to empower schools to create and grow their own cybersafety culture.
Highlights
A global trend that is growing exponentially is connectivity to the internet
The overall findings focus on the four main current cybersafety maturity of South African schools
The analysis indicates that possible factors influencing the current maturity levels within South African schools are the lack of a number of cyber-related issues
Summary
A global trend that is growing exponentially is connectivity to the internet (in other words, cyberspace entry). Cyberspace is defined as an environment in which users communicate and connect via a network with other users across the globe. Connectivity to cyberspace is changing the social dynamics of environments through cyber actions by individuals, public social groups and institutions [1]. Social dynamics within cyberspace are different from those in the real world, and the social interactions (public and/or private) within cyberspace are changing cyber users’ actions, activities and participation with other cyber users. These social interactions with other cyber users include activities such as communication and knowledge gathering, and those include education- and financial-related activities [3]. When users access global networks, they are confronted by the unique challenges of cyberspace
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