Realizing a Multi-Layered Mobile Strategy for Underserved Areas for Cybersecurity Leadership

Introduction

The connectivity of m-learning technology, software, m-learning's significance to academically associated activities, and cybersecurity awareness is insufficient. Overall comprehension is that it is apparent that the world cannot return to pre-COVID-19 pandemic business as usual behaviors; needed is a shared global solidarity approach (United Nations Educational Scientific Organization (UNESCO), 2020a). Data depicts numerous fiascos to provide proper cybersecurity controls within the critical infrastructure sectors. These concerns have continued to leave the United States and other countries susceptible to attacks that could have overwhelming and incapacitating effects on security (Dawson et al., 2021). Before the COVID-19 pandemic, UNESCO, a non-governmental agency, has focused on the improvement of education and learning in emergent, undeveloped nations (Paygar, 2014). Alternatively, m-learning is a vital element in allowing people to remain home and support efforts to slow the spread of COVID-19. According to Burton et al. (2015), m-learning is e-learning that employs mobile technologies (i.e., laptops, phablets, smartphones, and tablet computers) and allows users to access learning anytime and anyplace. Initially, m-learning was electrified due to the increased ownership of mobile devices. Another focus regarding online education, since 1997, comes from the African Virtual University (AVU) group, a Pan African Intergovernmental Organization comprised of 19 members - Republics of Benin, Burkina Faso, Cape Verde, Cote d'Ivoire, Ghana, Guinea-Bissau, Guinea, Kenya, Mali, Mauritania, Mozambique, Niger, Nigeria, Senegal, South Sudan, Sudan, Tanzania, The Democratic Republic of Congo, and The Gambia (African Virtual University, 2021). According to AVU (2021), the organization's utmost advantage and strength is its knack to work amidst borders as well as language barriers. The AVU project, later transferred in 2002 to Kenya, progressed extensive experience in carrying out programs through information communication technologies (ICT; AVU, 2021) that provided degrees, certificates, and diplomas (Paygar, 2014).

As given by Idrogo (2021), the COVID-19 pandemic disrupted in-person education in Indonesia, the world's fourth-most densely inhabited country, by closing in-person instruction and propelling learners to learn in varied less than stellar environments. For example, some families have no electricity, no internet, poor internet connectivity quality, and sometimes have no television. Some families are not equipped to assist their children with their lessons. In other situations, teachers visit homes every week to help students with their studies; yet, due to the students having to work in the fields, the teachers cannot work with the students (Idrogo, 2021). Further, according to Idrogo (2021), even for learners who might be able to attend private schools a few hours per day, working parents have difficulty managing their jobs with family tasks.

UNESCO (2020a; 2020b) offers that education remains a fundamental human right and the groundwork to foster peace and drive sustainable development. With this said, required is the need to gather a more lucid understanding of the needed steps forward, specifically, the education of the more than 1.5 billion students whose education is in a weak position because of school closures in over190 countries. Remote learning (e.g., online platforms, television and radio programs, and take-home packages) must be prioritized (Emorut, 2020). Further, the COVID-19 pandemic crises and its outcomes continue to unveil extraordinary and unparalleled disruption to economies, societies, and UNESCO's specific focus, education systems (UNESCO, 2020b). Even though countries are experiencing distinct points in their COVID-19 pandemic infection rates, globally, more than 1.2 billion children in 186 countries are disturbed by school closings because of COVID-19 (Li & Lalani, 2020).