Culturally Responsive Pedagogy in Cybersecurity Education: Evidence from African Secondary Schools

Purpose: This study examines the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in improving secondary school students’ academic achievement in cybersecurity. The CTCA integrates culture, technology, and context to promote meaningful learning and is grounded in cognitive constructivist, meaningful learning, social constructivist, and eco-cultural theories. Methods: A quasi-experimental pre-test–post-test control group design was employed with 106 secondary school ICT students in Africa. The experimental group (n = 54) was taught using the CTCA, while the control group (n = 52) received conventional lecture-based instruction. Achievement was measured using the Information Security Achievement Test (ISAT), which demonstrated satisfactory reliability (Cronbach’s α = 0.82; test–retest reliability = 0.79). Analysis of covariance (ANCOVA) was conducted using pretest scores as covariates to control for baseline differences. Results: Students taught using the CTCA achieved significantly higher post-test scores (M = 26.59, SD = 3.27) than those taught using the lecture method (M = 17.62, SD = 3.06). ANCOVA revealed a significant treatment effect, F(1, 103) = 615.83, p < .05, confirming the effectiveness of the CTCA in enhancing cybersecurity achievement. Novelty and Contribution: This study extends the application of the CTCA to cybersecurity education, providing empirical evidence for a culturally responsive, technology-enhanced instructional approach that strengthens constructivist learning in African secondary schools. Social and Practical Implications: The findings support the adoption of the CTCA by educators and policymakers to improve cybersecurity and ICT learning outcomes, strengthen digital competencies, and enhance students’ preparedness for an increasingly digital society.