Shaping Awareness, Competence, and Application of Digital Security in Teacher Learning: A Systematic Literature Review
DOI:
https://doi.org/10.12928/joves.v9i2.16211Keywords:
digital security, teacher competence, cybersecurity awareness, professional developmentAbstract
This systematic literature review examined teachers’ digital security awareness, competencies, and implementation practices in educational settings. Guided by PRISMA and the PICOCS framework, the study analyzed publications from Scopus and Google Scholar between 2012 and 2024. Of 526 identified records, 47 studies met the inclusion criteria and passed quality assessment. The findings showed that teachers generally possessed adequate awareness of basic digital security threats, such as viruses and phishing, but had limited understanding of advanced security practices. Three key competency domains were identified: technical knowledge, pedagogical skills, and professional attitudes. The implementation of digital security in teaching was often inconsistent due to inadequate training, limited resources, and insufficient institutional support. A significant gap remained between teachers’ awareness and their practical application of security measures. The review highlights the importance of targeted professional development and stronger institutional support to improve digital security literacy and educational practice among teachers.
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