Filling Cybersecurity Education Gap in Primary and Secondary Schools

R. Alpha Amirrachman, PhD, Ervan Yudi Widyarto, S. Kom, M. Kom.

A recent tragedy in Palembang, South Sumatra, highlighted the dangers of online interactions, with a young girl lured by four boys via social media and subsequently assaulted. Dr. Amirrachman and Widyarto state that cases like this are no longer uncommon, as studies in Malaysia show that nearly 80% of similar cases involve minors initially connecting with strangers online. Predators often use fake identities to manipulate victims, revealing a concerning trend in digital crime.

These cases demonstrate that cyber threats now extend beyond financial or political domains, affecting individual safety, particularly the youth. However, the authors state that cybersecurity education in Indonesia is still largely exclusive to higher education. Primary and secondary students, despite inherent familiarity and interest in digital technology, aren’t equipped with adequate preparedness for online risks. While some vocational schools have introduced computer networking techniques as a subject, comprehensive cybersecurity education remains limited, with only a handful of institutions piloting such programs.

Although many tech companies promote coding and AI curricula, the authors observe that cybersecurity is often neglected. Without this crucial knowledge, students remain vulnerable to cyberbullying and exploitation. Expanding digital literacy shouldn’t only be limited to programming, robotics, and such, but first and foremost, safe online practices and cybersecurity awareness to prepare students for real-world digital threats. Dr. Amirrachman and Widyarto believe that the popularity of digital technology among students can be a valuable opportunity to introduce cybersecurity elements in engaging ways, such as competitions that promote safe digital practices. Schools and private sectors, benefiting from students’ interests, can collaborate on integrating cybersecurity into their teachings.

Lastly, the authors assert that the rapid pace of technological adoption brings ethical challenges, including misuse of personal data, misinformation, and a lack of accountability. Building an inclusive digital education system requires teaching technical skills alongside character-building—consideration for privacy, collaborative ethics, and a sense of responsibility. Thus, as role models, teachers are essential to guiding students toward a safer, ethical digital future.

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R. Alpha Amirrachman, P.hD is a visiting lecturer at the Faculty of Education, UIII.

Adapted from: https://www.thejakartapost.com/opinion/2024/09/17/filling-cybersecurity-education-gap-in-primary-and-secondary-schools.html