Understanding cyber threats in an era of digitally connected classrooms: Lessons for the Nigerian higher education system and society

Theodorio, Adedayo Olayinka.

dc.contributor.author	Theodorio, Adedayo Olayinka.
dc.date.accessioned	2024-10-11T10:51:51Z
dc.date.available	2024-10-11T10:51:51Z
dc.date.issued	2024-11-06
dc.identifier.issn	3027-0650
dc.identifier.uri	http://hdl.handle.net/123456789/685
dc.description	The emergence and widespread use of digital technology during and after the COVID-19 pandemic profoundly impacted higher education globally, sparking innovative changes and necessitating digitally connected educational practices. For example, the advanced use of technology during and after the COVID-19 pandemic encouraged digitally connected educational practices, where teaching and learning occurred in the same or different spaces, facilitating flexible teaching plans and self-motivated and personalized learning experiences. Additionally, digitally connected educational practices, which incorporate the use of interactive and interconnected teaching and learning technologies such as interactive mobile devices, smartboards, internet-oriented tablets, internet-enabled laptops, virtual laboratories, and the Internet of Things (IoT), are transforming instructional plans, connecting lecturers and students for real-time informative and collaborative engagements	en_US
dc.description.abstract	This review explores the risks associated with digital instructional practices, focusing mainly on the implications of cyber threats in higher education digitally connected classrooms and society. Although advancements in technology have enabled the development and use of diverse and adaptable teaching methods and societal endeavours, their impact during and after COVID-19 has also introduced or escalated cyber threats in higher education digitally connected classrooms and society, necessitating a review of approaches to teaching, learning and social engagements in today’s digitally rich environment. This review aims to identify the cyber threats confronting digitally connected higher classrooms and society, revealing their various forms in higher education or social environments. This review underscores the importance of continuous engagement with educators, students, parents and social awareness programs as part of addressing cyber threats in higher education and society. The author concludes by offering valuable insights to help shape resilient digitally connected higher instructional systems in Nigeria.	en_US
dc.language.iso	en	en_US
dc.publisher	[Cape Peninsula University of Technology, Cape Town, South Africa]	en_US
dc.relation.ispartofseries	American University of Nigeria, 2nd International Conference Proceeding;
dc.title	Understanding cyber threats in an era of digitally connected classrooms: Lessons for the Nigerian higher education system and society	en_US
dc.type	Article	en_US