Cybersecurity Awareness of Students in AI-Assisted Learning Environments Using Adapted Human Aspects of Information Security Questionnaire (HAIS-Q)

The introduction of artificial intelligence (AI) in education has resulted in the transformation of teaching and learning practices but has also brought about new cybersecurity issues. The present study sought to assess the extent to which students have developed cybersecurity awareness skills in the context of AI-assisted learning and examine the relationship between AI-assisted learning experience and cybersecurity awareness. Quantitative descriptive-correlational research design involving 124 randomly selected participants was applied. Data were gathered through administration of the modified Human Aspects of Information Security Questionnaire (HAIS-Q) that proved to be highly valid (4.76) and reliable (Cronbach’s Alpha = 0.967). The study employed descriptive statistics, Spearman Rank-Order Correlation, and Pearson Product-Moment Correlation to analyze the collected data. It emerged that participants had quite high cybersecurity awareness, measured by the overall average score of 4.16. The dimension of knowledge scored the highest (4.34), whereas behavior yielded the lowest mean (3.92). The correlation analyses revealed no statistically significant relationship between students' exposure to AI-assisted learning and cybersecurity awareness (Spearman Ï = 0.058, p = 0.524; Pearson r = 0.001, p = 0.993). The findings indicate that no statistically significant relationship was found between students' exposure to AI-assisted learning and cybersecurity awareness. Future studies should investigate additional variables, including digital literacy, AI literacy, cybersecurity education, institutional support, and prior cybersecurity experiences, to better explain variations in cybersecurity awareness. The findings highlight the need for educational institutions to strengthen cybersecurity awareness and AI literacy programs to promote responsible use of AI technologies.