"Understanding Teens Online Awareness and Knowledge Regarding Cyber-security in Bangladesh"
Teens during Discussion |
“I read the word ‘cybersecurity’ on the news. I do not know the details. I know about online bullying by the way. Anyone can bully you via the internet or online by using your sensitive information.”
A heavy teen (boy) user from a higher-income family in Bangladesh expressed his voice regarding asking him about cybersecurity. He knows only about the term ‘cyberbullying’ from any of his courses in school. When online security incidents are a common concern in the 21st century, lack of knowledge on cybersecurity might come up with the biggest threat for heavy teen users globally, specifically technologically backward countries like Bangladesh.
Access to technology is divided between socioeconomic status in Bangladesh. Here, teens from higher-income families have frequent access to smart gadgets and the internet whereas teens from middle-income and lower-income families have very little or limited access to technology usage and smart devices. We have met (through FDG in their places and also via online) 28 teens from different socioeconomic statuses in Bangladesh, and understood that they all are connected online more or less with their frequent and limited access, mostly in social networking sites (SNS), whereas they have less knowledge regarding the security issues online. Sometimes teens do not hear of the term cybersecurity. A teen (girl) from a middle-income family mentioned that she never heard about the term ‘cybersecurity’.
“What is Cybersecurity? I never heard of it.”
Thus, the lack of knowledge among teens from all socioeconomic statuses is common.
Some scholarly articles have proved that teens in developed nations often become the victim of cyberbullying and cyber abuse [1]. Teens also not often aware of their online privacy, and cannot understand who is accessing their online profiles from outside [2, 3]. This means teens always suffer from a lack of knowledge regarding cybersecurity. The scenarios of the teens in Bangladesh are similar. We have seen that around 89% of the participated teens in our study have at least a social networking account and more than 50% of them already have faced several online incidents, but still, they are not aware of its implications. They took their incidents very easily and consider them as a common part of their online usage. Sometimes they also love to bully others.
This basic problem initiates from a lack of understanding regarding cybersecurity at a very early stage. These teens just learn some terminologies like ‘cyberbullying’ in their schools, where the methods of having safe online space, topics related to cybersecurity, etc. are missing in their curriculum. So what can we do in this regard? Development in curriculum design regarding cybersecurity of safe online space can be a way out for these teens to understand the positive and negative consequences of online usage. This curriculum in the institutions will help them to be aware of the safety of their shared information online. Accordingly, teens can refrain from bullying others. Through curriculum-based study, we hope that we can reduce negative experiences online for both teens and adults, thus making a safer online space for everyone in the future.
Reference:
[1] Lindsay Blackwell, Emma Gardiner, Sarita Schoenebeck. 2016. Managing Expectations: Technology Tensions among Parents and Teens. CSCW ’16, DOI: http://dx.doi.org/10.1145/2818048.2819928
[2] Stenger, T., & Coutant, A. (2010, March). How teenagers deal with their privacy on social network sites? Results from a national survey in France. In 2010 AAAI Spring Symposium Series
[3] Dwyer C., Hiltz S.R., Widmeyer G.2008. Understanding Development and Usage of Social Networking Sites: The Social Software Performance Model. Proceedings of the 41st Hawaii International Conference on System Sciences. Pace University, New Jersey Institute of Technology
Paper in HCIxB 2020: Authors — Rahat Jahangir Rony, Partho Anthony D’Costa, and Nova Ahmed.
Published in CHI HCIxB, 2020 and in MEDIUM
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