The impact of cybersecurity on the quality of e-learning in Libyan universities
DOI:
https://doi.org/10.65405/gp75j645Keywords:
Cyber security, E-learning Quality, Digital Trust, Cognitive Gap, Digital TransformationAbstract
The digital transformation in Libyan universities faces a fundamental challenge: the gap between theoretical cyber security awareness and the actual practice of digital protection measures, which threatens the sustainability of e-learning quality. This study aims to diagnose the size of this gap among faculty members and students, and to measure the impact of cyber security on e-learning quality, considering "trust" as a mediating variable. The study adopted a descriptive-analytical approach, applied to a stratified random sample from the Faculty of Economics at Zawia University, using an electronic questionnaire whose validity and reliability were verified. Statistical analysis was conducted using SPSS through correlation coefficients, multiple regression, and difference tests. The results revealed a high level of theoretical awareness coupled with weak security practices, confirming a behavioral gap. Regression results also proved a statistically significant impact of cyber security on enhancing trust, educational quality, and beneficiary satisfaction. Consequently, the study recommends shifting from theoretical awareness to behavioral training programs, activating multifactor authentication, and integrating cyber security indicators into academic quality assurance standards to support a secure digital transformation in higher education.
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