The Investigation of Student Self-efficacy and Perceptions in the Use of the Internet in Somalia
The purpose of this study is to determine Somali university students’ self-assurance in their ability to use the internet securely, as well as their perceptions of safe internet use across the following four areas: computer security, malicious software, web security, social engineering, and social media.
While universities globally have rapidly adopted internet technologies as a valuable tool for enhancing student learning, students in vulnerable areas like Somalia are left behind, unable to use them safely and effectively due to limited digital literacy initiatives and a lack of college or university cybersecurity policies. This leaves many Somali university students vulnerable to additional risk of harm or exploitation when they engage with others online.
A quantitative, cross-sectional survey design was used, and data were collected via convenience sampling from 388 students across the academic levels and faculties of Somali universities. Nonparametric tests (Mann-Whitney U and Kruskal-Wallis) were used to evaluate differences in students’ self-efficacy and perceptions of the internet by gender, age, and level of education.
The results of this study provide empirical evidence regarding Somali university students’ digital self-efficacy and perceptions of internet safety. The results indicate that these students differ in demographics, self-efficacy, and perceptions of internet safety regarding social media. Therefore, this study will inform and develop specifically tailored cybersecurity education and digital literacy policies in Somali higher education.
This research found that Somali university students demonstrated a very high degree of self-confidence across all four areas studied. There were also slightly higher levels of awareness of web security and social engineering than of computer security and malicious software (M = 3.39) and social networking sites (M = 3.38), compared with computer security (M = 3.25) and malicious software (M = 3.28). Significant group differences were observed. Male students reported higher self-efficacy across all domains than females (p < .001; WSS p = .014), older age groups (27-30 and 30+) demonstrated significantly higher levels than younger groups (p ≤ .002), and undergraduate students reported higher self-efficacy than postgraduates (p < .001).
To improve academic performance and encourage safer online behaviour, Somali universities should offer students structured cybersecurity and internet safety courses, as well as additional tools to protect their personal information and detect online threats. Increasing the availability of these courses will also help reduce differences in access to cybersecurity and digital literacy among students from different demographic groups.
Future research should evaluate how the implementation of structured cybersecurity interventions influences students’ behaviours and attitudes regarding their online activities, and use mixed-methods research to capture the ongoing impact of these interventions on students’ digital practices.
As Somalia continues to develop, strengthening digital literacy and internet safety among Somali university students will encourage greater academic performance and contribute to improving national educational quality and technological advancement.
Further studies should evaluate the sustainability of cybersecurity awareness programmes over time and explore cross-country comparisons within East Africa to identify trends and best practices regarding the provision of cybersecurity education and awareness among students in fragile higher education contexts. It is important to establish a foundation for the continued growth and development of technology in the region.
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