Abstract:

The rapid integration of emerging technologies in higher education has transformed learning environments while simultaneously increasing students’ exposure to cyber threats. Despite growing attention to cybersecurity, limited empirical research has examined how social, psychological, and institutional factors jointly influence students’ vulnerability to cybercrime. This study investigates the role of peer influence, self-efficacy, and university network exposure as predictors of cybercrime vulnerability among higher education students in technology-rich environments. Grounded in Social Learning Theory, Self-Efficacy Theory, and Routine Activity Theory, the study adopts a quantitative cross-sectional survey design involving 201 students drawn equally from undergraduate and postgraduate levels. Data were collected using validated scales measuring peer influence, self-efficacy, university network exposure, and experiences of five forms of cybercrime: hacking, identity theft, scams, virus-related incidents, and cyberbullying. Descriptive statistics and regression analyses were employed to analyse the data.

Findings reveal a high prevalence of cybercrime among students, with online scams (43.3%) and hacking (42.3%) being the most frequently reported, followed by cyberbullying (17.9%), identity theft (16.4%), and virus-related incidents (10.4%). Overall, more than two-thirds of respondents reported experiencing at least one form of cybercrime, indicating substantial digital vulnerability within higher education contexts . Peer influence emerged as a significant factor shaping students’ cyber-related behaviours, particularly through active modelling and group norms. Self-efficacy levels were moderate, with notable inconsistencies between students’ confidence in advanced digital skills and their actual cyber safety practices, suggesting potential overestimation of competence. University network exposure showed moderate levels but did not significantly predict cybercrime vulnerability directly, indicating that access alone may be less critical than how students engage with digital environments.

The study highlights the need for higher education institutions to adopt proactive, technology-integrated cyber literacy strategies that address both behavioural and cognitive dimensions of digital safety. It also underscores the importance of leveraging peer-based interventions and strengthening students’ practical cybersecurity competencies. The findings contribute to the growing discourse on digital risk in higher education and emphasise the need to embed cyber literacy within teaching and learning frameworks. Future research should explore longitudinal patterns and the role of advanced technologies such as artificial intelligence in shaping cybercrime vulnerability.

Keywords:

Cybercrime, Peer influence, self efficacy, network exposure.