Cybersecurity Awareness for AI-Enabled Learning Environments: Evidence from Higher Education Institutions in Kuwait
Year: 2026
Type: preprint
Study design: Observational Study
Abstract: Artificial intelligence (AI), learning analytics, and digital learning platforms are transforming higher education by enabling personalised learning, automated assessment, and data-informed decision-making. These developments rely on secure and trustworthy digital environments, yet empirical evidence on the human dimensions of cybersecurity within Gulf Cooperation Council (GCC) higher education institutions remains limited. This study investigated the relationships between cybersecurity knowledge, cyber threat knowledge, and cybersecurity practices among staff and students in Kuwaiti higher education institutions, while considering their implications for AI-enabled learning. A cross-sectional survey was conducted with 270 participants from seven higher education institutions in Kuwait. Data were analysed using descriptive statistics, Spearman's rank correlation, and ordinal logistic regression. The measurement instrument demonstrated satisfactory reliability (Cronbach's α = .870). Cybersecurity knowledge and cyber threat knowledge were both positively associated with cybersecurity practices (ρ = .422 and ρ = .420, respectively; p < .001), while also showing a moderate positive association with each other (ρ = .543, p < .001). Ordinal logistic regression confirmed that both constructs independently predicted cybersecurity practices (Cybersecurity Knowledge: B = .943, p < .001; Cyber Threat Knowledge: B = .520, p < .001), supporting the study's central hypothesis. The findings demonstrate that cybersecurity knowledge and threat awareness are significant predictors of secure digital behaviour, while highlighting gaps in formal cybersecurity training and the translation of knowledge into practice. The study contributes empirical evidence from an underrepresented regional context and proposes a conceptual framework positioning cybersecurity awareness as a foundation for trustworthy AI-enabled learning, digital learning resilience, and educational quality. The findings provide practical recommendations for higher education institutions and inform policy development supporting Kuwait Vision 2035 and the National Cybersecurity Strategy.
Source: Research Square
Author: Abdullah F Alenezi
Institution: Public Authority for Applied Education and Training
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7204193152