Abstract
This study investigates the status of cybersecurity, ethical practices, and privacy safeguards in public and private schools in Gauteng, focusing on technical, procedural, and behavioural dimensions. Using a qualitative approach, data was collected from teachers, principals, HODs and e-Learning facilitators across ten schools. Literature highlights that schools are increasingly targeted by cyber-attacks, and findings reveal significant gaps in technical safeguards, such as encryption, anti-malware and multifactor authentication, deficiencies in cybersecurity awareness training, limited access to tools for mitigating academic dishonesty and the absence of robust data backup and recovery solutions. Schools face systemic challenges, including limited funding, insufficient IT support, outdated infrastructure, and inadequate policy frameworks, which exacerbate their vulnerability to cyber-attacks (Kritzinger, 2020; Scholtz et al., 2020).
Emerging themes emphasise ethical concerns and risks associated with rising cyberbullying, unauthorised data use, and the theft of personal information collected and processed by schools. These challenges echo the need for enhanced governance, comprehensive awareness programs, and stakeholder engagement. Grounded on frameworks such as the Comprehensive Framework for Cybersafety (Kritzinger & Von Solms, 2012) and the K-12 SIX Essential Cybersecurity Protections for School Districts (2024-2025), the study highlights the urgent need for strengthening technical safeguards, implementing continuous awareness and training, and fostering multi-stakeholder collaboration. These efforts are essential to fostering safer digital environments, improving privacy and promoting ethical use of Information Communication Technology (ICT) among learners, staff and the broader school community.