Investigating Cybersecurity Awareness among Nigerian University Students

1.1 Introduction

Cybersecurity is defined as the practice of protecting systems, networks, and data from digital attacks, unauthorized access, damage, or theft (Stallings, 2020). It encompasses the use of technologies, processes, and policies to ensure the confidentiality, integrity, and availability of information. In the contemporary digital era, cybersecurity has become a critical concern for individuals, organizations, and educational institutions, as reliance on internet-enabled services continues to grow (Peltier, 2016). The Nigerian educational sector, particularly universities, has increasingly adopted digital platforms for teaching, learning, administration, and communication. Students frequently use emails, learning management systems, cloud storage, and social media as part of their academic and social activities (Garba, Siraj & Othman, 2021).

This chapter introduces the research by reviewing the background that informed the study, identifying the issues that led to its formulation, and outlining the aim and objectives. It also explains the study's significance, defines its scope, presents the research questions and hypotheses, addresses the limitations, and clarifies important terms used throughout the work.

1.2 Background of Study

The development of cybersecurity awareness programs within Nigerian universities has often been sporadic and largely reactive. Researchers have reported that early interventions were mostly limited to occasional workshops or awareness campaigns, without comprehensive integration into academic curricula (Osijirin, Edmond & Mohammed, 2022). Globally, efforts to enhance cybersecurity awareness have evolved from basic education about password safety and phishing recognition to more comprehensive strategies that include behavioral training, risk assessment, and incident response preparation (Nguyen, 2019). Nigerian universities have gradually begun adopting similar approaches, albeit at a slower pace. Institutions such as Covenant University have increasingly integrated ICT in teaching, learning, and administrative operations, which highlights the need for proactive cybersecurity awareness programs tailored to students' digital habits.

Cybersecurity has emerged as a critical concern in the digital era due to the widespread use of internet-enabled technologies for communication, learning, and social interaction. According to Stallings (2020), cybersecurity involves measures designed to protect information systems, networks, and data from unauthorized access, damage, or theft. The proliferation of digital platforms in universities has introduced both opportunities and risks, making cybersecurity awareness among students increasingly important (Stallings, 2020).

Reportedly, many Nigerian university students lack adequate knowledge and understanding of cybersecurity threats, which exposes them to attacks such as phishing, malware, identity theft, and ransomware (Garba, Siraj & Othman, 2021). Students often engage with online platforms for academic research, learning management systems, social media, and cloud-based services, and this constant interaction with digital technologies places their personal and institutional data at risk.

Several scholars have asserted that cybersecurity awareness is not solely about knowledge of threats but also the consistent adoption of safe online practices, such as using strong passwords, updating software regularly, and avoiding suspicious links (Nguyen, 2019). Oyefeso (2020) stated that students' cybersecurity behaviors are influenced by formal education, institutional policies, personal experiences, and peer influence, indicating that awareness does not always translate into secure practices. On the other hand, students who are knowledgeable about cyber threats often fail to apply protective measures consistently, resulting in persistent vulnerabilities (Osijirin, Edmond & Mohammed, 2022).

Garba, Siraj & Othman (2021) affirmed that Nigerian universities have not sufficiently institutionalized cybersecurity education, workshops, or awareness campaigns, which limits students' ability to develop strong security practices. Researchers contend that developing a robust cybersecurity culture within universities is critical to safeguarding both students' personal data and institutional digital assets. Covenant University, recognized for its integration of technology into academic and administrative processes, provides a unique context to examine students' cybersecurity awareness. This study is set against the backdrop of the need to evaluate cybersecurity awareness among Nigerian university students.

1.3 Statement of Problems

Investigation revealed that the widespread adoption of the internet and digital technologies in Nigerian universities is accompanied by a growing risk of cyber threats targeting students. Despite this, the awareness of cybersecurity among many undergraduates remains weak and insufficient. Studies show that in numerous tertiary institutions across Nigeria, levels of cybersecurity awareness and information security culture among students and staff are very low (Garba, Siraj & Othman, 2021).

Additionally, many institutions do not prioritize cybersecurity governance, policies, infrastructure, or regular training for students and staff (Oyefeso, 2020). Furthermore, the variation in cybersecurity awareness across different regions, institutions, and even departments suggests that there is no uniform standard or benchmark for what students are expected to know or do concerning digital security (Osijirin et al., 2022). It is against this backdrop that this study seeks to investigate cybersecurity awareness among the students of Covenant University, examining both their knowledge and behavior and exploring how institutional context shapes their cybersecurity practices.

1.4 Aim and Objectives of Study

The aim of the study is to investigate the level of cybersecurity awareness among students of Covenant University. In achieving this aim, the following specific objectives were laid out as follows:

1. To assess the level of knowledge of cybersecurity threats among Covenant University students.
2. To examine students' attitudes and behavioral practices toward cybersecurity.
3. To evaluate the effectiveness of existing institutional measures in promoting cybersecurity awareness.
4. To identify gaps in cybersecurity education and awareness programs within Covenant University.
5. To provide recommendations for improving cybersecurity awareness among university students.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• What is the level of knowledge of cybersecurity threats among Covenant University students?
• What are the attitudes and behavioral practices of students regarding cybersecurity?
• How effective are the current institutional measures in promoting cybersecurity awareness?
• What gaps exist in the cybersecurity education and awareness programs at Covenant University?
• What recommendations will enhance students' cybersecurity awareness and practices?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Null Hypothesis (H₀):

There is no significant relationship between students' knowledge of cybersecurity threats and their adoption of safe online practices at Covenant University.

Alternative Hypothesis (H₁):

There is a significant relationship between students' knowledge of cybersecurity threats and their adoption of safe online practices at Covenant University.

1.7 Significance of Study

It is believed that at the completion of the study, the findings will assist administrators in designing effective awareness programs, inform policymakers on institutional cybersecurity strategies, and enhance students' ability to adopt safe online behaviors.

Furthermore, the study will also contribute to academic knowledge by providing empirical evidence on cybersecurity practices in Nigerian tertiary institutions, and guide further research on improving digital security education.

Lastly, this research will assist university administrators in developing effective cybersecurity awareness programs and institutional policies.

1.8 Scope of Study

The study will investigate cybersecurity awareness among Covenant University students, covering knowledge, behavior, and institutional support. The scope includes all undergraduate and postgraduate students, emphasizing their interaction with university ICT systems, online learning platforms, and personal digital devices.

The study concentrates on the institutional environment of Covenant University, though the findings may provide insights applicable to other universities in Nigeria.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Cybersecurity:

Cybersecurity is defined as the protection of computer systems, networks, and data from theft, damage, or unauthorized access (Stallings, 2020). It encompasses practices, policies, and technologies aimed at ensuring the confidentiality, integrity, and availability of information.

Cybersecurity Awareness:

Cybersecurity awareness refers to the knowledge, attitudes, and behaviors of individuals in recognizing and mitigating cyber threats (Nguyen, 2019). It includes understanding risks such as phishing, malware, and identity theft and adopting practices that protect digital assets.

Phishing:

Phishing is a type of cyber attack where attackers deceive individuals into providing sensitive information, often through fraudulent emails or websites (Peltier, 2016).

Malware:

Malware refers to malicious software designed to disrupt, damage, or gain unauthorized access to computer systems (Garba, Siraj & Othman, 2021).

ICT Infrastructure:

ICT infrastructure is the network of hardware, software, and systems used to facilitate communication, learning, and administration within an institution (Oyefeso, 2020).

Digital Behavior:

Digital behavior describes the actions and practices of individuals when interacting with technology, including the use of online platforms, security practices, and information-sharing habits (Osijirin, Edmond & Mohammed, 2022).