In today’s digital world, cybersecurity awareness has become crucial for everyone, especially for students in the Science, Technology, Engineering, and Mathematics (STEM) strand who engage with online platforms frequently to complete academic requirements and personal tasks. Despite being exposed to technology as part of their daily lives, gaps may still exist in how they understand and apply safe digital practices. The purpose of this study was to explore the lived experiences of STEM students regarding cybersecurity awareness and online safety practices at Landy National High School using a phenomenological qualitative research design. Using purposive and snowball sampling, five (5) participants with active online engagement were selected. Data was collected through semi-structured, in-depth interviews and analyzed using thematic coding to determine their understanding of cybersecurity concepts, the difficulties they experience in digital environments, and the methods they use to protect themselves. The key findings revealed that the participants, while generally aware of online dangers such as phishing, unfamiliar links, and account breaches, had a lack of deeper knowledge about cybersecurity practices. Furthermore, difficulties arise in managing their passwords or following online safety protocols. Students reported using protective measures to mitigate these dangers, such as using stronger passwords and verifying links before clicking, while also asking their family members or friends for advice related to their online safety. However, the gap between the students’ awareness and their consistent use of them highlights the need for a more focused cybersecurity education. The findings highlight the importance of creating routine school-based programs and amplifying parental support to enhance responsible digital behaviors that will lessen the exposure of students to potential online threats.
Reynoso et al. (Fri,) studied this question.