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Users’ mistakes due to poor cybersecurity skills result in up to 95 per cent of cyber threats to organizations. Threats to organizational information systems continue to result in substantial financial and intellectual property losses. This paper aims to design, develop and empirically test a set of scenarios-based hands-on tasks to measure the cybersecurity skills of non-information technology (IT) professionals.

This study was classified as developmental in nature and used a sequential qualitative and quantitative method to validate the reliability of the Cybersecurity Skills Index (CSI) as a prototype-benchmarking tool. Next, the prototype was used to empirically test the demonstrated observable hands-on skills level of 173 non-IT professionals.

The importance of skills and hands-on assessment appears applicable to cybersecurity skills of non-IT professionals. Therefore, by using an expert-validated set of cybersecurity skills and scenario-driven tasks, this study established and validated a set of hands-on tasks that measure observable cybersecurity skills of non-IT professionals without bias or the high-stakes risk to IT.

Data collection was limited to the southeastern USA and while the sample size of 173 non-IT professionals is valid, further studies are required to increase validation of the results and generalizability.

The validated and reliable CSI operationalized as a tool that measures the cybersecurity skills of non-IT professionals. This benchmarking tool could assist organizations with mitigating threats due to vulnerabilities and breaches caused by employees due to poor cybersecurity skills.

Concerns for information security in e‐learning systems have been raised previously. In the pursuit for better authentication approaches, few schools have implemented students' authentication during online exams beyond passwords. This paper aims to assess e‐learners' intention to provide multibiometric data and use of multibiometrics during online exams.

Based on data collected from 163 e‐learners from two institutions, the authors compared such measures when provided by their university versus by a third‐party service vendor. The multibiometrics discussed included fingerprint, face, and voice recognition.

The results show a clear indication by the learners that they are significantly more willing to provide their biometric data and intend to use multibiometrics when provided by their university compared with same services provided by a third‐party vendor.

Research implications include the need for better understanding of multibiometrics implementations in educational settings.

The findings are profound for vendors of multibiometrics as they must adjust their approach when implementing such technologies at higher educational institutions, rather than simply opt to license the use of such solutions and to host them.

This study helps higher educational institutions better understand that learners do not appear to object to the use of multibiometrics technologies during online exams, rather the way in which such technologies are implemented and managed on‐campus.