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Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education

International Journal of Evaluation and Research in Education (IJERE) · Vol. 14 No. 6 (2025) · hlm. 4276–4294

DOI
10.11591/ijere.v14i6.32613
ISSN
2620-5440, 2252-8822
Terbit
2025-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.

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  • Universiti Teknologi MARA
  • Universitas Majalengka
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Rekan penulisOrganisasiArtikel bersama
Masurah MohamadUniversiti Teknologi MARA6
Thuraiya MohdAfiliasi tidak diketahui3
Rahayu Abdul RahmanAfiliasi tidak diketahui3
Nasiroh OmarAfiliasi tidak diketahui3
Shahirah Mohamed HatimAfiliasi tidak diketahui3
Nor Faezah Mohamad RaziAfiliasi tidak diketahui2
Syifa IsmayantiAfiliasi tidak diketahui1
Mohamad Gilar JatisundaUniversitas Majalengka1
Anis Zulaikha Mohd ZukriAfiliasi tidak diketahui1
Siti Rasidah Md SakipAfiliasi tidak diketahui1
Syafiqah JamilAfiliasi tidak diketahui1
Maheran ZakariaAfiliasi tidak diketahui1
Rahayu Abdul RahmanAfiliasi tidak diketahui1
Normah OmarAfiliasi tidak diketahui1
Ainullutfi AzzmanAfiliasi tidak diketahui1
Leele Susana JamianAfiliasi tidak diketahui1
Nurhayani RomeoAfiliasi tidak diketahui1
Mohammad Hafiz Mohd YusofAfiliasi tidak diketahui1
Koo Ah ChooAfiliasi tidak diketahui1
Chew Cheng MengAfiliasi tidak diketahui1
Parmjit SinghAfiliasi tidak diketahui1
Akmal Md NasirAfiliasi tidak diketahui1
Adlan Md RamlyAfiliasi tidak diketahui1
Syazwani Md RasidAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education</dc:title>
	<dc:creator>Othman, Nadirah</dc:creator>
	<dc:creator>Sarkam, Nor Aslily</dc:creator>
	<dc:creator>Baharun, Norhayati</dc:creator>
	<dc:creator>Hoon, Teoh Sian</dc:creator>
	<dc:creator>Masrom, Suraya</dc:creator>
	<dc:creator>Mohamad Razi, Nor Faezah</dc:creator>
	<dc:creator>Abd Rahman, Abdullah Sani</dc:creator>
	<dc:subject xml:lang="en-US">Analytical methods; Digital security; Education; Frameworks; Teachers’ digital literacy</dc:subject>
	<dc:description xml:lang="en-US">The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">The Ministry of Higher Education</dc:contributor>
	<dc:contributor xml:lang="en-US">Universiti Teknologi MARA</dc:contributor>
	<dc:date>2025-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/32613</dc:identifier>
	<dc:identifier>10.11591/ijere.v14i6.32613</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 14, No 6: December 2025; 4276-4294</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v14i6</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/32613/14823</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Nadirah Othman, Nor Aslily Sarkam, Norhayati Baharun, Teoh Sian Hoon, Suraya Masrom, Nor Faezah Mohamad Razi, Abdullah Sani Abd Rahman</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>