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Technological expansion and adoption in university libraries have precipitated cybercrimes and the need to equip library personnel with the required knowledge to combat this menace. Consequently, this study aims to examine cyber security in university libraries and its implication for Library and Information Science education.

The study adopted descriptive research design, while questionnaire and interview were used to elicit data from library personnel and heads of library schools, respectively. A total of 134 responses were elicited through structured questionnaire (administered online due to the closure of universities) while six heads of library schools were interviewed, one from each of the six geopolitical zones in Nigeria.

The data from the questionnaire which were descriptively analysed revealed that the perceived knowledge of cyber security among the librarians was moderately low. Also, the university libraries were exposed to various cyber threats, with cyber security/guideline been one of the critical measures to combat cybercrime. Also, the result showed that librarians displayed high level of adherence to cyber ethics. However, the disposition of library management towards cyber security issues was revealed to be the main challenge to the deployment of cyber security in university libraries, follow by poor password management. Majority of the librarians possess basic knowledge of cyber security, though with serious interest to learn more about it. They were not taught cyber security in library school and they indicated enthusiasm to learn about it. The result of the interview with heads of library schools showed majority of these schools do not offer cyber security course due to dearth in skilled manpower.

The study presents cybercrime as a menace, if not tackled, would affect the university libraries’ sustainability as information institution, compromising their ability to deliver quality services.

The concept of cyber-spirituality and digital security has recently emerged due to the increasing dependence on technology. Using technology in spiritual contexts presents opportunities for enhanced spiritual experiences and risks that can compromise one's digital security. It emphasizes how the intersection of spirituality and technology can potentially result in a more fulfilling spiritual practice while adding to the existing concerns about data security.

In contemporary times, the impact of technology on mental health has emerged as a critical concern that demands ethical conduct in cyberspace. People are increasingly invested in fostering interfaith dialogues, achieving social equity, and promoting fair play within online communities. This chapter highlights the imperative need to approach technology with mindfulness while prioritizing digital safety in the fast-paced world.

In today's interconnected world, internet users are constantly exposed to a host of risks, including cyberattacks, cyberbullying, cyber-victimizations, and privacy violations. This chapter critically examines these severe threats to personal safety as well as overall societal well-being caused by increasing digitization. Focusing on critical factors such as digital literacy, digital citizenship, cybersecurity practices, and the legal framework concerning data protection, it stresses responsible conduct in the virtual space through informed decision-making by individuals.

Overall, this chapter aims to investigate how cyber-spirituality intersects with digital security in the context of the workplace. Accordingly, it advocates for an introspective attitude toward technology usage that underscores responsible behavior while helping us strike a balanced relationship with digital tools. Through this approach, we can not only safeguard against potential threats but also enhance our emotional well-being.

With the growth and profound influence of technology on our life, it is important to address the ethical issues inherent to the development and deployment of technology. Researchers and practitioners submit the need to inspect: how technology and ethics interact, how ethical principles regulate technology and what could be the probable future course of action to execute techno-ethical practices in a socio-technical discourse effectively. To address the thoughts related to techno-ethics, the authors of the present study conducted exploratory research to understand the trend and relevance of technology ethics since its inception.

The study collected over 679 documents for the period 1990–2022 from the Scopus database. A quantitative approach of bibliometric analysis was conducted to study the pattern of authorship, publications, citations, prominent journals and contributors in the subject area. VOS viewer software was utilized to visualize and map academic performance in techno-ethics.

The findings revealed that the concept of techno-ethics is an emerging field and requires more investigation to harness its relevance with everchanging technology development. The data revealed substantial growth in the field of techno-ethics in humanities, social science and management domain in the last two decades. Also, most of the prominent cited references and documents in the database tend to cover the theme of Artificial Intelligence, Big data, computer ethics, morality, decision-making, IT ethics, human rights, responsibility and privacy.

The article provides a comprehensive overview of scientific production and main research trends in techno-ethics until 2022. The study is a pioneer in expanding the academic productivity and performance of embedding ethics in technology.

The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors.

The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission.

The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc.

The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education.

Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.

This paper aims to explore the role of libraries and librarians in promoting appropriate cyberethical behaviour among postgraduate students in Nigeria.

Using content analysis and a review of relevant literature, this study examines the challenges that librarians face in enforcing cyberethics and highlights the strategies that libraries can adopt to promote responsible online behaviour.

This paper identifies the lack of awareness among postgraduate students regarding cybersecurity risks and the need for training and resources for librarians as key challenges in promoting cyberethics.

This study recommends that libraries provide access to training resources and develop policies and guidelines to promote cyberethics among postgraduate students. Overall, this paper argues that libraries and librarians can play a critical role in promoting responsible online behaviour and ensuring the safety and security of postgraduate students in Nigeria.

This study aims to investigate the trending term: “Netiquette” as an important element in the effective digital citizenship. The research suggests a systematic framework of netiquette rules in the field of online education based on the classical core rules of netiquette and according to the digital citizenship scale (DCS). The research also studies the corresponding responsibilities of both educators and students to raise awareness towards using technology in a balanced, safe, smart and ethical way as the shift towards the digital activities increased significantly in the post-corona time.

The research used the qualitative data that were based on the everyday observation and analysis of the online education experience at the university of Jordan in the academic year 2020/2021; the online group discussions of students and teachers; and investigating the guidelines of the online learning netiquette rules in various academic institutes. Comparative analysis was conducted to merge and eliminate redundant rules and to add sub rules, and then to cluster them into groups. The suggested clustered groups were distributed into the classical core rules outline of netiquette. In each core rule, the sub rules were reclassified and recategorized according to the DCS by studying the complexity levels and their corresponding factors. The suggested framework updates and adds DCS levels and factors considering the exceptional experience of online education through the pandemic.

The research finds that “Netiquette” had been neglected in cyber ethics literature, and so it has to be rediscovered through the lens of digital citizenship that becomes very noticeable issue in the post-COVID era. So, the research presents a systematic framework that outlines more than 150 netiquette sub rules in the field of online education, and that were clustered according to DCS and the classical core rules of netiquette. It also adds a new factor to the bottom level of DCS which is the primarily skills and traits, and also updates the internet and political activism fac-tor by adding the social perspective.

A novel classification of the classical core rules of netiquette was proposed in the field of online education to serve as a spectrum of identifying the complexity of digital citizenship levels and factors. This research can be a starting point of more works on netiquette research in online education and on other fields such as online business meetings, social media networking and online gaming.

Cybersecurity vulnerabilities are often due to human users acting according to their own ethical priorities. With the goal of providing tailored training to cybersecurity professionals, the authors conducted a study to uncover profiles of human factors that influence which ethical principles are valued highest following exposure to ethical dilemmas presented in a cybersecurity game.

The authors’ game first sensitises players (cybersecurity trainees) to five cybersecurity ethical principles (beneficence, non-maleficence, justice, autonomy and explicability) and then allows the player to explore their application in multiple cybersecurity scenarios. After playing the game, players rank the five ethical principles in terms of importance. A total of 250 first-year cybersecurity students played the game. To develop profiles, the authors collected players' demographics, knowledge about ethics, personality, moral stance and values.

The authors built models to predict the importance of each of the five ethical principles. The analyses show that, generally, the main driver influencing the priority given to specific ethical principles is cultural background, followed by the personality traits of extraversion and conscientiousness. The importance of the ingroup was also a prominent factor.

Cybersecurity professionals need to understand the impact of users' ethical choices. To provide ethics training, the profiles uncovered will be used to build artificially intelligent (AI) non-player characters (NPCs) to expose the player to multiple viewpoints. The NPCs will adapt their training according to the predicted players’ viewpoint.

We revisit the problem of redesigning the Master in Business Administration (MBA) program, curriculum, and pedagogy, focusing on understanding and seeking to tame its “wicked problems,” as an intrinsic part and challenge of the MBA program venture, and to render it more realistic and relevant to address major problems and their consequences. We briefly review the theory of wicked problems and methods of dealing with their consequences from multiple perspectives. Most characterization of problems classifies them as simple (problems that have known formulations and solutions), complex (where formulations are known but not their resolutions), unstructured problems (where formulations are unknown, but solutions are estimated), and “wicked” (where both problem formulations and their resolutions are unknown but eventually partially tamable). Uncertainty, unpredictability, randomness, and ambiguity increase from simple to complex to unstructured to wicked problems. A redesigned MBA program should therefore address them effectively through the four semesters in two years. Most of these problems are real and affect life and economies, and hence, business schools cannot but incorporate them into their critical, ethical, and moral thinking.

Strategic information systems planning (SISP) has been identified as a key strategy underpinning an effective utilization of information systems (IS) to achieve the core objectives of an organization. This study aims at identifying, ranking and prioritizing factors that IS and business executives consider critical for the success of IS projects.

This study adopted a qualitative research approach with a 3-round Delphi process to get experts' opinions on critical success factors (CSFs) necessary for successful SISP. A forty-two panel of experts was selected using defined criteria. Quantitative analyses of the data were performed using Kendall's coefficient of concordance and chi-square to obtain a consensus among the experts.

The findings revealed the top managers' understanding of strategic priorities, aligning IS strategies with the organizational strategic plan and availability of internal resources to deliver IS services as the first three key CSFs of SISP. Other highly ranked CSFs were the management's understanding of the role of IS and the need to educate top management on the importance of IT in supporting the business strategy.

The CSFs factors obtained in this study would lay a foundation for future research and could be incorporated into a new theoretical model of IS planning.