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Information ; 13(4):192, 2022.
Article in English | ProQuest Central | ID: covidwho-1809947


Cybersecurity threats have grown exponentially, posing a heavy burden on organisations. Higher Education Institutions (HEIs) are particularly vulnerable, and their cybersecurity issues are receiving greater attention. However, existing research on cybersecurity has limited referencing value for HEI leaders and policy-makers because they are usually technology-focused. Publications that showcase best practices often lack system-wide perspectives towards cybersecurity in HEIs. Our paper, therefore, aims to bridge this literature gap and generate institutional cybersecurity strategies for HEI leaders and policy-makers from a system perspective. We first review how the cybersecurity landscape has evolved over the last few decades and its latest trends and projections for the next decade. By analysing these historical developments and new changes, we further illuminate the importance of strengthening HEI cybersecurity capacities. As we explore why HEIs face severe challenges to tackle the ever-escalating cyberattacks, we propose a system-wide approach to safeguard HEI cybersecurity and highlight the necessity to reassess prioritised areas. By taking an extensive literature review and desk research of methods that could respond to the cybersecurity vulnerabilities of the next decade, we synthesise our findings with a set of institutional strategies, with takeaways designed to equip HEIs better to address cybersecurity threats into the future. The strategies include: (1) Strengthening Institutional Governance for Cybersecurity;(2) Revisiting Cybersecurity KPIs;(3) Explicating Cybersecurity Policies, Guidelines and Mechanisms;(4) Training and Cybersecurity Awareness Campaigns to Build Cybersecurity Culture;(5) Responding to AI-based Cyber-threats and Harnessing AI to Enhance Cybersecurity;(6) Introduction of New and More Sophisticated Security Measures;(7) Paying Attention to Mobile Devices Use, Using Encryption as a Daily Practice;and (8) Risk Management. We believe that cybersecurity can be safeguarded throughout the new decade when these strategies are considered thoroughly and with the concerted effort of relevant HEI stakeholders.

SN Comput Sci ; 2(4): 271, 2021.
Article in English | MEDLINE | ID: covidwho-1230320


The recent COVID-19 pandemic has presented challenges to post-secondary education, including that campuses have been closed, removing face-to-face instruction options. Meanwhile, this crisis has also presented unique opportunities to create a "tipping point" or conditions that foster innovative teaching practices. In light of such a "danger-opportunity," the feasibility of introducing microlearning (ML), a technology-mediated teaching and learning (T&L) strategy, has recently been revisited by some institutions. ML offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. Initially considered as "add-on" complementary online learning resources to provide learners with an active and more engaging learning experience through flexible learning modes, the possibility of an institution-wide implementation of ML has been further explored during the COVID-19 lockdown. This paper presents an exploratory case study examining two post-secondary education institutions' ML introductions. Using the SAMR model as the lens, their approaches to adopting ML are examined through analysis of quantitative questionnaires and qualitative teacher reflections. Overall, ML appears to be a promising direction that may not only be able to help institutions survive, but possibly offer an enhanced teaching and learning experience, post-pandemic. However, its current implementations face many challenges, both practical and pedagogical, and their impacts have yet to achieve transformation. With the insights gained, some possible strategies for moving the adoption of ML to the next level are offered.