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title: "Cyber Security Awareness on Social Media_ Knowledge Sharing Among Orang Asli Students"
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Available online at ‘nttps://jcrinn.cora/ Journal of +https://crinn.conferencehunter.com/com/ ResearchComputingand Research and Innovation Innovation 10(1) 2025 2025 Innovation
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Journal of Computing Research and Innovation Innovation 10(1) 2025 2025
# Cyber Security Awareness on Social Media: Knowledge Sharing Among Orang Asli Students
Palaniappan Shamala!*, Muruga Chinniah”, Shamsatun Nahar Binti Ahmad’, Lee Chang Kerk*, Abd Malik Bin Mohd Rick®
1345 College ofComputing, Informatics, and Mathematics, Universiti Teknologi MARA (UiTM) Johor Branch, Segamat Campus, 85000 Johor, Malaysia 2Faculty of Business Management, Universiti Teknologi MARA (UiTM) Johor Branch,
‘Segamat Campus, 85000 Johor, Malaysia
## ARTICLE INFO
Article history: Received 24 October 2024 Revised 31 December 2024 Accepted 11 January 2025 Published1 March 2025
Se Keywords: AwarenesseulvacyCybersecurityoctal setting_ Peer-to-peerOrang AsliMeaa DOI: 10.24191 /jerinn.v10i2
## ABSTRACT
Cybersecurity is becoming more vital as we rely on digital devices and technology to navigate our everyday lives. When access to cyberspace is unrestricted to all levels of age, children use the intemet daily for purposes like playing online games, using social media, or even doing their schoolwork. These citcumstances have created an environment that makes them vulnerable to cybercrime threats. Therefore, the need to create awareness and training on cybersecurity is vital. However, our awareness program on safety protocol, and information privacy settings in WhatsApp, TikTok, and Instagram was aimed at Orang Asli students bt **ec** hnologies.ause they resideThus, intargetedrural regioncyber **s** ecurity with increasingeducationaccesscan helpto digitalthem bridge the knowledge gap and protect them from online risks. The methodology consists of four phases: Phase 1: MCMC as the studentsgovernmentalfrom bodySMK runsBekok awareness undergo campaigns,expert-led Phasetraining 2 &and3: secondaryworkshops from lecturers, and Phase 4: create a sustainable educational cycle, wherein secondary students transmit their knowledge to primary students. In each phase, sets of questionnaires with pre and post-tests were distributed to assess the program’s impact. The results showed the program has successfully achieved its objectives of enhancing cybersecurity awareness among Orang Asli students. Knowledge transfer by applying a peer-to-peer approach gained better comprehension, higher engagement, and more effective learning outcomes. In addition, cultivates a collaborative learning atmosphere that advantages both students, simultaneously enriching the educational experience and fostering community engagement within the school.
1. INTRODUCTION
Cybersecurity is a measurement for protecting computer systems, networks, and information. It helps to prevent our digital landscape from disruption or unauthorized access, use, disclosure, modification, or
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destruction (Florackis et al., 2023). Therefore, to ensure online safety for every Internet user, delivering cybersecurity awareness among our community is essential and cannot be neglected. Technology has become an integral part of our daily life, almost everyone has access to cyberspace. It has changed our lifestyle, especially during and after the COVID-19 pandemic, it influences activities like connecting with friends, running businesses, doing shopping, and so on (Aphane, 2023). However, the increasing use of cyberspace has also made citizens vulnerable to cybercrime threats (Ciso, 2024). Based on the research, the penetration of the Internet for Malaysians has increased over the decades, along with it, the cybersecurity issue has also been on the rise (Ganesin et al. 2016; Pawar & Palivela, 2022).
In Malaysia, there are a lot of ethnic groups. Orang Asli is one of them. Among others, this community needs more attention, because the Orang Asli population exists in a state of segregation and seclusion from the predominant trajectory of national progress (Harun & Hamid, 2010). This group is characterized by distinct linguistic, cultural, lifestyle, and physical attributes. In comparison to other ethnic communities, the Orang Asli demographic continues to fall behind in numerous domains (Kamsim, 2021). Consequently, they frequently encounter significant barriers to accessing fundamental resources, such as education and technology, thereby rendering them particularly susceptible to the evolving threats posed by cybersecurity.
Some youth Orang Asli have stepped into the city to pursue higher education, but many of them still live in the rural areas (Ooi, 2007; Huey & Ferguson, 2022). There are also a lot of attempts have been made to build up the bridge between Orang Asli and the digital world, such as the advocacy and outreach programme in Sembilan state. This program focuses the young generation within the Orang Asli community to promote best practices in internet usage (Bernama, 2024).
Recently, Internet scams are on the rise, and it's not just clueless folks getting caught; teachers are falling for them too. Take the case from 2019, when an Orang Asli teacher lost RM3680 to a scam (Tahir, 2019). This not only put a dent in her wallet but also made her seriously question her knowledge about cybersecurity. Fast forward to 2024, another teacher getting scammed for a whopping RM135,150 (Awang, 2024). These incidents really show how crucial it is to educate people about cybersecurity, especially in remote areas. So, it’s a good idea for educational programs in the communities to cover the basics of cybersecurity to help the people spot and avoid potential online threats.
In order to ensure the safety of our digital environment, create awareness among citizens is a must. The Orang Asli community also cannot be excluded. A robust education in cybersecurity will be increasingly vital for enhancing our quality of life in the future and equipping us with the tools to mitigate potential threats. Therefore, the objectives of this research are to increase information security and privacy awareness among the teenagers of Orang Asli and to provide effective education on setting up social media applications safely and privately. To achieve the targets, a series of activities have been conducted in collaboration with SMK Bekok and SK Kampong Kudong in Segamat.
Through these activities, the selected secondary students who are majority formed by the young generation of Orang Asli will learn about the importance of cybersecurity and how to protect themselves online, thereby helping them avoid becoming victims of cyber-attacks. Then, the transfer knowledge session will be carried out. Those secondary students will be the facilitators to transmit the input to primary school students at SK Kampong Kudong. The details will be discussed in the next section.
# 2. RELATED WORK
In the field of social media and its impact on various aspects of society, many studies have been conducted to understand the dynamics of online platforms. Shaw et al. (2015) emphasize a rigorous methodological process and delve deep into how adolescents interact with social media, shedding further light on the use of social media as an adolescent health intervention. This highlights the need to investigate how young people interact with such online platforms and how it impacts their well-being.
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Furthermore, Goodyear and Armour (2018) use empirical case studies and evidence from various stakeholders to explore the opportunities and risks associated with social media use. Clearly, these highlight the complexity of digital space and the range of different impacts it can have on individuals, including young people.
# 2.1 Young people’s Use of Social Media
Social media use by young people is an interesting topic for researchers. Wang and Edwards (2016) argue that what adults perceive as cyberbullying may be considered normal behaviour for young people, suggesting different understandings of online interactions among different age groups. This highlights the need to bridge the perception gap and understand the nuances of young users’ online behaviour. Furthermore, Décieux et al. (2018) conducted a mixed-methods study to investigate the role of social media in promoting friendship-focused interactions among young people. Her research provides insight into how online platforms foster and shape social relationships among young people and highlights the need to understand the dynamics of virtual connections in today’s society.
## 2.2 Threats on Social Media
When considering the threats posed by social media platforms, issues such as identity theft, phishing, and cyberbullying emerge as major concerns. Albulayhi and Khediri (2022) conducted a comprehensive study on privacy and security issues in social networks, highlighting the various threats and privacy issues that users may encounter. Understanding these challenges is important to develop effective strategies to mitigate risks and increase users’ cybersecurity awareness. Furthermore, Webb et al. (2022) questioned whether social media use contributes to increased rates of intentional self-harm and suicide among Australian youth. This highlights how online interactions can have a negative impact on mental health and underlines the need to address the harmful effects and promote safe online behaviour among young people.
# 2.3 Reasons behind Social Media Security Issues
The underlying reasons for security issues in social media platforms are manifold. Authentication, security and privacy concerns, and the prevalence of fake profiles are among the major factors that exacerbate security vulnerabilities. Agarkar and Agrawal (2019) highlighted the importance of authentication and privacy systems in addressing cybersecurity issues and emphasized the crucial role of robust security measures in protecting online interactions. Furthermore, Nithya and Rekha (2023) discussed the adoption of biometric authentication in social media security, with a particular focus on iris recognition to improve the authentication process. Their findings highlight the evolving nature of security measures in online platforms and the need for innovative approaches to effectively counter emerging threats. 2.4 Security Awareness Program Methods Table 1 shows that implementing various methodologies to instill security awareness among students in academic institutions is essential for cultivating a safe and secure environment. Diverse strategies, including interactive workshops, gamification, trainer training, instructor-led instruction, the involvement of external experts, and the utilization of engaging multimedia content, can accommodate various learning modalities and demographic age ranges.
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Table 1. Summary of methods apply in cybersecurity awareness program
|‘Author/||SummaryofPaper|||
|---|---|---|---|---|
|year
|DeliveryMethod Applied
|
ContentCovered
|Participate
|Platform
|
|Alotibi
Gon)|Securit
Trainin,
Programs,
Comprehensive
Security
Pol icies,
AwarenessCampaigns, EngagingExternal
Experts,
Parent
Involvement,
&
TechnologyIntegration|Privacysettings,
cybersecurit
bestpractices nak awareness
andresponsibledigital
citizenship|Saud**i**school
ch ldren|Social
media|
|Jalil et al.
(2024)|
(@
Training of Trainers’ course offered
byCybersecurity Malaysia
Gi) Development oftrainingmodules
Git)A
cybersecurity
awareness
program
tas ConductedoniieusingtheCisco
Webexapplication|Jatroguction
to
Cyber
Security,
Gboat
Seatty Threats and Risky,
CyberBullying Identity Theft
2
TatemetAddiction,Malware,and
femetUsage
Ethics.|Secondary
‘School
Students|Social
media|
|Yeboahet
al. (2024)|
Instructor-led
delivery
__technique
outperformed the game-based strategy in
terms
of boosting
users’
cybersecurity
awareness.|
-|All level
participant|Cyber
world|
|Jian and
Kamsin
(2021)|Methodapplied
;
BEWARE,thecybersecuritygame.|Given
scenarios
that
had
happened inteal life andhowto
react
tothesethreats
inreal-world|Teenagers
es|Cyber
world|
|Moloket
al.2023)|
Method
applied:
Digital
storytelling
application,
called
SMARTCTZEN (tnultimedia application
thatusesinteractiveelements
totellstories)|
Strategies
to
recognize
cyber
threats respond to these threats
apprepriately. andmakeiformed
Geeisbns
Sbout
their
cyber
behaviour.|University
studentsin
Malaysia|Cyber
World|
These methodologies serve to educate students regarding potential risks and safety protocols. In addition, it also empowers them to make informed choices, identify threats, and respond appropriately. By integrating a multifaceted technique, educational institutions can develop a comprehensive and effective security awareness initiative. This technique may equip students with the requisite knowledge and skills to safely navigate both physical and digital environments.
# 3. METHODOLOGY
The project involves the development of a cybersecurity awareness module that will help raise the level of security awareness in using social media among Orang Asli primary and secondary school students. The main attributes of our module that distinguish it from other available cybersecurity awareness modules are our method aiming to gain a sustainable educational and support framework within the school community. The goals are to foster lasting security awareness using social media and knowledge transfer by applying a peer-to-peer approach for better comprehension, higher engagement, and more effective learning outcomes.
Peer-to-peer teaching enhances knowledge retention, builds confidence, and improves comprehension for both tutors and learners. Research supports that when students teach their peers, consolidates understanding, fosters collaboration, and leads to higher academic achievement and self-efficacy. This approach also encourages active engagement, responsibility for learning, and the development of communication and leadership skills (Johnson & Johnson, 2020).
In this cybersecurity awareness program, two key tasks have been implemented: planning and implementation. Planning is integral to the successful implementation of a cybersecurity awareness program. It provides a structured framework that bridges the gap between strategic objectives and actionable steps. Outlining what to teach, how to teach, and who should teach may ensure that the implementation phase proceeds in a systematic and coordinated manner.
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## 3.1 Planning
The planning for this awareness program was based on the results demonstrated by Boulton et al. (2016). The themes delineated in the systematic literature review by Boulton et al. (2016) on cyber security education for children were what to teach, how to teach, and who should teach. By exploring these questions, researchers can ensure the implementation of comprehensive and effective cybersecurity education programs.
### 3.1.1 What to teach
The awareness program focuses on three key areas: (a) identifying the types of threats and dangers users may encounter, (b) understanding and implementing safety protocols, and (c) managing information privacy settings on popular social media platforms such as WhatsApp, TikTok, and Instagram. Table 2 shows the reason for choosing these three most vulnerable social platforms.
Table 2. Social platforms and reasons
|Social media|Reason|
|---|---|
|WhatsApp _
|‘MalaysianCommunications andMultimediaCommission(MCMC) IntemetUsers Survey2022: WhatsApp is
_themostusedsocialplatformbystudents forinstantmessaging, voiceandvideocalls, and sharingmultimedia
content like photos, videos, and documents,
|
|TikTok|AccordingtotheMCMCIntemet Users Survey2022,TikTok isoneofthefastest-growing platforms among
‘youngusers inMalaysia forentertainment, with students often spending significanttime on
the app.|
|Instagram|Statista provides dataonInstagram's userdemographics andengagement. Asof2023, Instagramboasts over 1
itionglobalmonthlyactiveusers,whichcomprisesteenagersandyoungadults|
# 3.1.2 How to teach & Who should teach
This program aims to cultivate a collaborative learning atmosphere that advantages both students, simultaneously enriching the educational experience and fostering community engagement within the school. Cybersecurity education involves a diverse range of stakeholders, primarily categorized into three groups (Zulkifli et al., 2023) (a) governmental bodies, (b) school/teachers and (c) parents. Each group plays a crucial role in fostering a secure and informed digital environment. By carefully planning what to teach, who to teach, and how to teach, it was ensured the program was successfully organized and met its educational objectives, as shown in Fig. 1.
Phase 1: hase 2:. WorkshopPhase 3: to 11. PhaseSM Bekok 4:
Awareness Talk by -xpert- mold selected 11 students transfer
MCMC to 176 training by UTM ‘SMK Bekok their cybersecurity
students from SMK toner 2 students for knowledge to 37
Bekok Selected SMK peer-to-peer students at Sk
Bekok students teaching Kampong Kudong,
Fig. 1. Flow of four main phases
This awareness program was planned to be carried out in four main phases. In phase 1, MCMC as a governmental body is chosen to give cybersecurity awareness education as they possess the authority to set national standards and ensure widespread adherence to security protocols. According to Johnson and Madnick (2021), governmental bodies also ensure access to up-to-date resources and collaboration with industry experts to address evolving cyber threats.
In phases 2 and 3, expert-led training and workshops were chosen for students to gain a deep understanding of cybersecurity from lecturers who have practical experience in the cybersecurity field. Trained students will pass on their knowledge to younger students through peer-to-peer teaching. This stage battps://do.org/ 10.2419 jerina v10i1 495
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emphasizes building knowledge acquisition, comprehension, and self-assurance (Smith 2023). This approach fosters a sustainable learning environment. Students trained by experts will mentor primary students, reinforcing the concepts and expanding the reach of cybersecurity education (Smith & Brown, 2020). In addition, the peer awareness method, also agreed upon by Ayyash et al. (2024), proved that students were more receptive and had a better comprehension of the information and training when they received it from the older students than any other method (Saglam et al., 2023).
Phase 4 trained secondary students of SMK Bekok transfer the cybersecurity knowledge to primary students at Sk Kampong Kudong. In each phase, a set of questionnaires with pre- and post-tests was distributed to assess the impact of the program.
#### 3.2.
## Implementation
The implementation section outlines when each phase of the cybersecurity awareness program was executed and who was responsible for carrying it out. Detailed outcomes and findings from each phase are presented in the results section. Table 3 explains activities carried out in each phase.
Table 3. Activities carried out in each phase
|Phase
|Activity
|
|---|---|
|Phase 1|On25 June2023,MCMCasthegovemmmentalbody,wasinvitedtorunawarenesscampaignstoenhancestudents's
understanding of digital safety, encompassing secure online behaviors, identification of cyber threats, and
safeguarding personal data. MCMC conducted
a seminar titled “Awareness of Cybersecurity & Information
Security” for 176 secondary students at SMK Bekok.|
|Phase 2
|On 18 July 2023, out of176 students, only 50 secondary students from SMK Bekok were selected to undergo
expert-led training from lecturers fromthe Universiti TeknologiMara JohorBranch (UiTMD).
|
|Phase
|On1August2023,outof50students,onlyelevenstudentswereselectedforappointmentsasfacilitatorsforpeer-
|
|3
|
to-peerteaching,whothentransferredtheirknowledgeaboutinformationsecuritytoprimaryschoolstudents. This
phase ensures facilitators are well-preparedto delivertheawareness message effectively.
|
|Phase4|**O**n24September2023,SMKBekokSecondarystudentseffectivelyimpartedinformationsecurit**y**knowledgeto
rangAslichildrenatSKKampongKudong.Thisapproachcancreateasustainableeducationalccle.|
# 4. RESULTS AND DISCUSSION
This research used a non-probability sampling method based on student availability, as commonly done in community service studies where random selection is not feasible (Tashakkori & Teddlie, 2021). Thus, this research use of available participants was deemed appropriate, reflecting common fieldwork constraints. Results of the study are presented in the following phases:
### 4.1 Phase 1: Selection of Students
Students were given a set of quiz questions containing five multiple-choice questions and 10 true or false questions after the Malaysian Communications Multimedia Commission (MCMC) talk. The quiz is given to measure the number of students who have a high level of understanding of the speaker's presentation on cyber security and information security. A total of 176 students from SMK Bekok, which are breakdown to Form 1 (19.9%), Form 2 (14.2%), Form 3 (26.70%), and Form 4 (39.50%), have participated in the MCMC talk. The students' quiz scores between 11 and 15 were used to screen them for entry into the second phase. Given that the maximum quiz score is 15, we deemed scores of 70% and higher as appropriate for selection (Smith & Lee, 2021). Students are evaluated not only through quizzes but also based on their active participation during the lecture, including asking and answering questions and sharing their opinions. Each active contribution is acknowledged with a sticker. As a result, a sample of 50 students from Form 1 to Form 4 (30 females and 20 males) met the selection criteria. These criteria reflect a higher level of engagement and understanding of data privacy issues. It was challenging to choose samples for this
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study because it was difficult to engage with Orang Asli students due to their naturally shy and humble attitude.
## 4.2 Phase 2: Analysis of the Awareness of Students
A cybersecurity and information security on social media workshop was conducted to enlighten awareness among the school students. A 5-point Likert-scale questionnaire was given to 50 students before and after the workshop. The questionnaire consists of 10 items. The results are summarized in Table 4.
Table 4. Summary of Data Collection for Phase 2
||
Question|M
re|ean
|Mean
-—Dilfflerence|Vari
|ance
o
|Pearson
—«Correlation|tStat|t-Critical
two-tail|
|---|---|---|---|---|---|---|---|---|
||
|
Post|
|Pre|Post||||
|Q
|26
|3.94
|134
|0.3673
|0.4249
|0.1963
|-11.8706
|42.0096
|
|Loy|2.86|4.18|132|0.8167|0.3955|0.2248|-9.5425|42.0096|
|@
|2.38
|3.92
|154
|0.7302
|0.4016
|0.3211
|-12.297
|42.0096
|
|ford|2.08|3.72|1.64|0.8506|0.5322|0.1553|-10.7033|42.0096|
|Qs|2.18|3.70|1.52|0.9669|0.9490|-0.0064|-7.7403|42.0096|
|6|2.84|430|1.46|0.9127|0.5408|0.3021|10.1773|42.0096|
|Q|2.76|4.04|1.28|0.5943|0.7331|0.1385|-8.4604|42.0096|
|Qs
|2.42
|3.98
|1.56
|0.6159
|0.5506
|0.1199
|-10.8852
|42.0096
|
|for|2.86|4.04|1.18|0.7351|0.4882|0.3502|-9.3074|42.0096|
|qo|2.52|4.00|1.48|0.7853|0.5714|0.3960|-11.5140|42.0096|
Detail analysis presented in this paper is for each question.
(i) Question 1: Understanding Types of Threats in Online Applications
The analysis shows a mean difference of 1.34, indicating a significant increase in participants’ perceptions of their understanding regarding online threats. Variance slightly increase from 0.3673 to 0.4249, suggesting more varied opinions post-intervention. The Pearson correlation coefficient of 0.1963 indicates a weak positive relationship, suggesting that those with higher initial understanding tended to maintain that view, though the correlation is weak.
# (ii) Question 2: Social Media and Data Awareness
The mean difference of 1.32 highlights a substantial increase in awareness regarding data collection by social media. Variances decreased from 0.8167 before the intervention to 0.3955 afterward, suggesting that participants! perceptions became more consistent. The Pearson correlation coefficient of 0.2248 reveals a weak positive relationship, indicating those with higher awareness before the workshop tended to maintain that awareness afterward.
# (iii) Question 3: Knowledge of Information Security
The mean difference of 1.54 indicates a significant increase in participants’ knowledge of information security. Variance decrease from 0.7302 to 0.4016, indicating a more consistent understanding. The Pearson correlation coefficient of 0.3211 indicates a moderate positive correlation, suggesting that participants with some prior knowledge tended to improve their understanding post-intervention, although outliers exist. Overall, these findings reflect a robust positive outcome from the intervention.
# (iv) Question 4: Knowledge of Data Phishing
The analysis demonstrates that the intervention effectively enhanced participants' knowledge regarding data phishing techniques, as evidenced by a mean difference of 1.64. The reduction in variance postintervention suggests a more uniform understanding among participants. Although the correlation is weak, battps:/do.org/10.2419 jerina v10i1 495
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the significant t-statistic indicates a strong overall positive effect of the educational initiatives concerning data phishing.
(v) Question 5: Ability to Share Knowledge about Online Safety
The intervention significantly boosted participants! confidence in sharing online safety knowledge, with mean difference of 1.52. Although variances were similar and the Pearson correlation was weak (-0.0064), the t-statistic confirms a substantial positive shift in participants' attitudes toward sharing this knowledge.
(vi) Question 6: Knowledge of Creating Strong and Secure Passwords
The intervention effectively improved participants’ knowledge of creating secure passwords, with mean difference of 1.46. A reduction in variance post-intervention indicates a more consistent understanding, while a moderate Pearson correlation supports the positive impact of the educational efforts.
(vii) Question 7: Knowledge of Using Social Media Safely
The intervention significantly improving participants’ understanding of safe social media practices, with a mean difference of 1.28. The increased variance post-intervention indicates varied knowledge gains among participants. A weak Pearson correlation suggests a slight relationship between pre-existing knowledge and post-intervention outcomes, highlighting the effectiveness of the educational efforts.
(viii) | Question 8: Knowledge of Handling Issues with Online Purchases
The intervention significantly improved participants' understanding of appropriate responses to problems encountered during online purchases, with a mean difference of 1.56. The decrease in variance post-intervention reflects a more uniform comprehension. The very weak Pearson correlation suggests a limited influence of prior knowledge. Overall, the results reflect a positive outcome from the educational initiative. (ix) Question 9: Knowledge of Safe Usage of Online Applications The intervention significantly enhancing participants' understanding of safe practices for using online applications, with a mean difference of 1.18. The decrease in variance indicates more consistent understanding. The moderate Pearson correlation suggests the prior knowledge influenced postintervention results, reinforcing the effectiveness of the educational efforts.
(x) Question 10: Knowledge of Making Safe Online Purchases
The intervention significantly improved participants' knowledge of safe online purchases, with a mean difference of 1.48. The reduction in variance shows more consistent understanding, and the moderate Pearson correlation indicates a relationship between prior knowledge and post-intervention comprehension, highlighting the success of the educational initiative.
## 4.3 Phase 3: Selection of Facilitators
Based on the results from Phase 2, eleven students were selected for appointments as facilitators, who then transferred their knowledge about information security to primary school students. The criteria for selection are the highest mean between 4 and 5. These students went through the training workshop and were able to answer all questions from the given module.
# 4.4 Phase 4: Analysis from Transfer Knowledge
A survey of 37 students at SK Kampong Kudong was conducted to test their understanding of information security, which is divided into risk (four items) and security protocol (five items). They were asked to ‘attps//do.org/ 10.2419 jerina v10i1 495
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answer either “yes” or “no” for each item. Table 5 presents the data. Table 5 shows a significant increase in cybersecurity awareness across all questions after the intervention. The difference in percentage before and after the workshop shows a positive value. This proves a positive, progressive development of understanding of risk and security protocols on social media applications among 37 primary students. This means that social media applications are common among primary students these days. In addition, peer-topeer method is the effective way to transfer knowledge.
Table 5. Summary Data Collection for Phase 4
|.
Knowledgeaboutcybersecurity §
"|MeanAnswer“yes” inpercent(%)
+
__*"_~""__
Before
After|,
_
ean Difference|
|---|---|---|
|Risk (4 questions)|41.22
81.08|39.86|
|Securityprotocol(5questions)|26.49
84.87|58.38|
5.
# CONCLUSION AND RECOMMENDATION
Raising cybersecurity awareness is crucial for empowering marginalized communities like the Orang Asli, who may lack knowledge and protection against online threats. In this study, students from SMK Bekok, where the majority are Orang Asli, were selected as facilitators to deliver cybersecurity content to primary students at SK Kampong Kudong, also predominantly Orang Asli. The knowledge transfer was successful, as evidenced by the positive impact on the students’ cognitive understanding of cybersecurity, significantly enhancing their knowledge and awareness. This contributes to creating a safer online environment for everyone. This study not only benefits the Orang Asli community by improving their digital literacy and safeguarding their online activities, but it also demonstrates the effectiveness of implementing cybersecurity awareness among the youths of Orang Asli. Moreover, the success of this initiative highlights the potential for scaling similar programs to other marginalized communities, fostering a culture of cybersecurity from a young age. By empowering these communities with the knowledge and tools to protect themselves online, we can contribute to a more secure and inclusive digital landscape, ultimately reducing the digital divide and ensuring that no one is left vulnerable to cyber threats. To improve current efforts, it would be helpful to include teachers and parents in future to enhance cybersecurity education at home and in schools, creating a better learning environment. Additionally, looking into digital tools and game-based learning will also increase engagement and understanding, particularly for younger learners, which would contribute to a friendlier and safer online community.
## 6.
# ACKNOWLEDGMENTS
The research is supported by CE-SIR2023 grant, with project code: 600-RMC/CE-SIR 5/3 (017/2023), Industry Community and Alumni Network (ICAN), Community Network Centre (CNC) and registered with Research Management Centre (RMC), UiTM.
# 7. CONFLICT OF INTEREST STATEMENT
The authors agree that this research was conducted in the absence of any self-benefits, commercial or financial conflicts and declare the absence of conflicting interests with the funders.
8. AUTHORS’ CONTRIBUTIONS
All authors are involved in the whole process of this research.
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# 9. REFERENCES
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