Abstract This paper addresses mounting calls for ethical inquiry in cybersecurity by proposing consideration of the ethics of care as a guiding philosophical framework. It offers a general introduction to the ethics of care in relation to cybersecurity, followed by a targeted discussion of care ethics’ unique contribution as a philosophical framework for considering cybersecurity’s position at the edge of technological... This paper addresses mounting calls for ethical inquiry in cybersecurity by proposing consideration of the ethics of care as a guiding philosophical framework. It offers a general introduction to the ethics of care in relation to cybersecurity, followed by a targeted discussion of care ethics’ unique contribution as a philosophical framework for considering cybersecurity’s position at the edge of technological innovation. From there, the paper puts forth a firsthand example, based on the second author’s personal experience as a cybersecurity professional, demonstrating a lived experience of the ethic of care in the midst of professional practice in cybersecurity. This opens into broader consideration of a fundamental ethical paradox in cybersecurity, discussed through the lens of the ethics of care, followed by discussion of the significance of the relational context—or ethos—that surrounds ethical action in cybersecurity education and practice. In closing, the paper proposes that the field of cybersecurity is inherently linked with care. Read More Read Less

Abstract The process of comprehensive digitization and the ease with which many people can be duped are being exploited in criminal attacks. For this reason, there can be no question that a security culture needs to be established in institutions to raise awareness and ensure the commitment of employees. However, virtualization changes our understanding of ethics, and this affects institutions... The process of comprehensive digitization and the ease with which many people can be duped are being exploited in criminal attacks. For this reason, there can be no question that a security culture needs to be established in institutions to raise awareness and ensure the commitment of employees. However, virtualization changes our understanding of ethics, and this affects institutions as well as individuals and society. Many institutions have established guidelines in an attempt to make professional ethics and moral conflicts the subject of collaborative reflection and action. But are these viable? This process is now supported by Directive (EU) 2019/1937, which covers the protection of people reporting breaches of EU law. As a common minimum standard, the directive seeks to provide a high level of protection for these individuals, who are popularly known as whistleblowers. The scope of the directive goes far beyond the concerns of an institutional security culture—nevertheless, it applies to this too. The paper sets out to start a proper debate on the digital turn, the building of a security culture, and the dilemmas involved in long lists of regulations, which are no guarantee of commitment. The information security culture in institutions depends on the awareness and expertise of management and employees and relies on continuous communication and ongoing discussions to ensure concrete progress. How can this be achieved? In the attempt to find an answer to this question through extensive literature research, the fundamental importance of the term “ethos” emerged. Since people can change their views and beliefs after identifying and reflecting on inconsistencies, it is also possible for this awareness to be trained through a process of active communication, the participatory exchange of ideas and experience, and interactive learning. Read More Read Less

Abstract In 2021, education using a mobile phone has become an immensely popular means of delivering and accessing learning content. Learners and instructors have become unbound from their desktop and laptop machines and now enjoy the portability and ubiquitous nature of mobile phones in their educational endeavors. Within the mobile learning platforms, there are five elements that are involved—the user,... In 2021, education using a mobile phone has become an immensely popular means of delivering and accessing learning content. Learners and instructors have become unbound from their desktop and laptop machines and now enjoy the portability and ubiquitous nature of mobile phones in their educational endeavors. Within the mobile learning platforms, there are five elements that are involved—the user, the mobile device, the wireless network, the learning management system, and the computer network(s) that host the wireless networks and/(or) the learning management system. Each of these five areas are susceptible to security threats and therefore must be hardened to become more resilient to attacks. Read More Read Less