Cybersecurity Education in K–12 Schools: A Thematic Analysis of Pandemic-Era Literature
DOI:
https://doi.org/10.70715/jitcai.2026.v3.i1.048Keywords:
COVID-19, cybersecurity, digital citizenship, qualitative study, curriculum developmentAbstract
The COVID-19 pandemic (2020–2025) accelerated digitalization in K–12 education, exposing students, educators, and families to heightened cybersecurity risks. This systematic review synthesizes more than 60 peer-reviewed studies, reports, and policy documents to examine how cybersecurity education initiatives evolved during and after the pandemic and what evidence exists regarding their effectiveness. Using Braun and Clarke’s (2006) thematic analysis, seven themes emerged: evolving cyber risks; cyberbullying and digital safety; teacher preparation; equity and access; curricular innovation; governance and policy; and socio-emotional wellbeing. Interventions included digital citizenship curricula, gamified learning tools, AI-supported safety monitoring, teacher professional development, and national policy frameworks. Findings indicate that initiatives are most effective when embedded within socio-technical systems aligning pedagogy, technology, and governance. However, uneven implementation, equity gaps, and limited teacher capacity constrained impact. The review highlights the need for sustained professional development, equity-focused policy, holistic digital wellbeing, and longitudinal, cross-cultural research emphasizing student agency.
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