Authors : Meryll Anne M. Rulida; Henna Marie M. Abad; Allya Claire S. Auxtero; Irish P. Bandolos

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/yz4mv9fu

DOI : https://doi.org/10.38124/ijisrt/26sep056

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the teaching strategies, learning experiences, challenges, and real-world applications of cybersecurity education among criminology students. Using a qualitative research design, data were collected through indepth interviews to capture students’ perspectives on how cybersecurity concepts are taught and applied. The findings revealed that instructors primarily use lecture-based instruction supported by multimedia tools, along with applicationdriven and collaborative learning strategies. Students demonstrated better understanding when theoretical concepts were connected to real-life scenarios, case analysis, and experiential activities; however, challenges such as the complexity of cybercrime laws and technical concepts, as well as limited access to digital resources, laboratory tools, and hands-on learning opportunities, were also identified. Despite these limitations, students were able to apply cybersecurity knowledge in realworld and simulated contexts, particularly in digital investigation, personal data protection, and cyber threat awareness. The study concludes that effective cybersecurity education requires a balanced integration of theory and practice, supported by adequate technological resources and experiential learning opportunities to better prepare students for realworld cybersecurity challenges.

Keywords : Teaching Strategies, Cybercrime, Experiential Learning, Digital Security, Hands-on Learning, Case Analysis, Criminology Students, Simulation-Based Learning.

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