A Critical Investigation into the Negative Impact of Cybercrime on Nigeria’s Educational Sector
Chapter One
Objective of the study
The broad objective of this is to investigate the negative impact of cybercrime on Nigeria educational sector. Specifically, the study seeks to:
- Determine factors responsible for University Undergraduates indulgence in cybercrime.
- Find out the consequences of cyber-crime on Nigeria education sector.
- Identify strategies for reducing cyber-crime among Undergraduates student.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
CYBER CRIME
There is no commonly agreed single definition of cybercrime. There has been controversy on the criteria been used to determine the definition of the term cybercrime or e-crime or computer crimes. Some IT experts, Criminologists, police, security analysts etc., argued that cybercrime is a crime aided by the computer, or a crime in which the computer network plays a central role. More importantly, some have faulted the tag or label of cybercrime or e-crime. For instance: Don Gotternbarn cited in Javaid (n.d: 1) argued that: There is nothing special on the crimes that happen to involve computers. Is it possible for a crime being categorized in accordance to a tool, equipment, mechanism or means through which it was committed? If that is so, how many categories of crime would there be? How about the crime committed through using a television, automobiles, scalpel, scissors, and other tools, can we categorize each of them as individual crimes?” In arguing against this assertion, Magalla (2013: 8) contends that it is true that, we may not categorize other crimes in accordance to tools, equipment, mechanism or means through which they were committed. However, the nature and features of cybercrime clearly make the crime a unique and distinct crime and this compels the concept of these crimes being categorized as ecrimes or cybercrimes. Therefore, let cybercrime be cybercrime. The Association of Chief Police Officers (2009) cited in House of Commons (2013) defines cybercrime as “the use of networked computers or internet technology to perpetrate crime”. In the same vein, the Home Office and the SOCA-led Cyber Threat Reduction Board (TRB) also cited in House of Common (2013) defined e-crime by using a three-fold categorization:
- Pure online crimes, where a digital system is the target as well as the means of attack. These include attacks on computer systems to disrupt IT infrastructure, and stealing data over a network using malware (the purpose of the data theft is usually to enable further crime)
- Existing crimes that have been transformed in scale or form by use of the internet. The growth of the internet has allowed these crimes to be carried out on an industrial scale; and
- Use of the internet to facilitate drug dealing, people smuggling and many other ‘traditional’ types of crime Recognise the transformational effect of the internet and computer systems in existing crimes. However, these definitions could be problematic for law enforcement agencies as they risk referring to all crimes whose perpetrators use the internet to organise themselves as ‘e-crime’ or ‘cybercrime’. It is possible that this type of definition could therefore blur the distinction between crimes carried out using the internet and crimes carried out offline where the internet is used only as an accessory. Also, other aspects of cybercrime may not be covered within the definitions of cybercrime used by law enforcement agencies. The two definitions appeared to exclude the use of computers to carry out frauds which do not involve networks, the acquisition of illegal material such as child or extreme pornography and the deployment of techniques to generate forged documents. Therefore, it is imperative for organization to review the features that constituted the definitions of e-crime or cybercrime if organisations wish to attempt to define the dynamic nature of the cybercrime menace. However, cybercrime is becoming difficult to define as distinct or unique crime from other crimes because many criminals have moved or embraced the computer networks in perpetrating many conventional crimes. The information and the telecommunication technology according to Australian Crime Commission (n.d.) now provide a platform for perpetrating crimes- fraud, forgery, money laundering- on a large scale. The internet is particularly enticing to criminals and organised crime groups. It is imperative to note that cybercrime is mostly a crime on the information of an individual, organizations, governments etc.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine a critical investigation of the negative impact of cyber crime on Nigeria educational sector. University of Ibadan in Oyo State Nigeria form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain a critical investigation of the negative impact of cyber crime on Nigeria educational sector. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing investigation of the negative impact of cybercrime on Nigeria educational sector
Summary
This study was on investigation of the negative impact of cyber crime on Nigeria educational sector. Seven objectives were raised which included: Determine factors responsible for University Undergraduates indulgence in cybercrime, Find out the consequences of cyber-crime on Nigeria education sector and Identify strategies for reducing cyber-crime among Undergraduates student. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from University of Ibadan in Oyo State Nigeria. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study has shed light on the critical and concerning issue of cybercrime and its detrimental effects on Nigeria’s educational sector. Through a comprehensive investigation, it has become evident that cybercrime poses significant challenges to the integrity, security, and functionality of educational institutions in the country.
The findings reveal that cybercrimes such as phishing, hacking, identity theft, and data breaches have emerged as formidable threats, compromising the confidentiality of sensitive information, disrupting academic activities, and undermining trust in online platforms utilized for learning and administrative purposes.
Moreover, the study underscores the urgent need for proactive measures to combat cybercrime within the educational sector. Effective strategies must be implemented to enhance cybersecurity infrastructure, promote digital literacy and awareness among students, educators, and administrators, and foster collaborations between educational institutions, government agencies, and cybersecurity experts.
Furthermore, regulatory frameworks should be strengthened to enforce compliance with cybersecurity standards and prosecute cybercriminals effectively. Additionally, investments in cybersecurity training, technology, and research are imperative to build resilience against evolving cyber threats and safeguard the educational sector’s digital ecosystem.
Recommendation
Based on the findings of this study on the negative impact of cybercrime on Nigeria’s educational sector, the following recommendations are proposed:
- Educational institutions should allocate resources towards enhancing their cybersecurity infrastructure. This includes deploying robust firewalls, intrusion detection systems, encryption technologies, and regular security audits to safeguard sensitive data and networks from cyber threats.
- Implement comprehensive cybersecurity training and awareness programs for students, faculty, and administrative staff. These initiatives should educate stakeholders about common cyber threats, best practices for online safety, and procedures for reporting suspicious activities.
- Foster collaboration between educational institutions, government agencies, cybersecurity experts, and industry partners to share information and best practices for combating cybercrime. Establishing forums, workshops, and information-sharing platforms can facilitate collaboration and knowledge exchange.
- Strengthen regulatory frameworks and enforcement mechanisms to ensure compliance with cybersecurity standards and regulations within the educational sector. This includes establishing clear guidelines for data protection, incident response, and accountability for cybersecurity breaches.
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