Empowering Adolescents Through Instilling Information Security Culture in Zimbabwean Schools

Abstract

There is an excellent opportunity to ensure that information security culture (ISU) is embedded in school children before they are employed in the industry. However, for the majority of time spent in primary and secondary school education, pupils are alienated from supervised use of technology, making it difficult to teach pupils proper use of technology. Thus, there is no deliberate effort to empower and impart ISC to school pupils in Zimbabwe. The purpose of this study is to develop a framework for instilling information security culture in secondary school pupils. Based on the literature, the first version of the framework was developed and subjected to a focus group for review. Data from this focus group was analysed, resulting in a second improved version of the framework. Consequently, it was shown that the framework was relevant, useful, and applicable within Zimbabwean settings.