Enhancing cybersecurity education outcomes in the Global South: effectiveness of a cultural pedagogy

Abstract

Purpose This study examines the effectiveness of the culturo-techno-contextual approach (CTCA) in teaching cybersecurity concepts compared to the traditional lecture method. It evaluates cognitive outcomes by focussing on students’ academic performance and their engagement with culturally relevant pedagogy. Design/methodology/approach A quasi-experimental design was adopted, involving 60 undergraduate students randomly assigned to two groups: one taught using CTCA and the other through traditional lectures. Quantitative data on academic performance were analysed using analysis of covariance to control for pre-test scores. Qualitative data were gathered through classroom observations and student reflections to assess engagement and contextual relevance. Findings Students taught using CTCA significantly outperformed those in the lecture group (F(1,117) = 45.32, p < 0.001, η2 = 0.28). No significant gender-based differences were found within the CTCA group (F(1,58) = 1.03, p = 0.315), indicating the approach’s gender-neutral effectiveness. Qualitative findings supported enhanced engagement and cultural alignment. Research limitations/implications The study’s scope was limited to one institution and a relatively small sample size. Further research with larger and more diverse populations is necessary to generalize the findings. Longitudinal studies could assess the lasting impact of CTCA on knowledge retention and professional readiness. Originality/value This study is the first to evaluate the application of the culturo-techno-contextual approach in cybersecurity education in an open, distance and e-learning (ODeL) environment. It offers empirical evidence of CTCA’s effectiveness in improving student outcomes and engagement, demonstrating the potential of culturally responsive pedagogy in technical disciplines.