This study examines the legal challenges and policy responses emerging from the increasing digitization of education, focusing on the gaps between cyber law provisions and their implementation in educational institutions. The research aims to assess how current legal frameworks address data privacy, intellectual property, and digital rights within the educational context. Using an explanatory synthesis approach, the study analyzed scholarly articles, policy papers, and legal frameworks relevant to digital education and cyber law. Findings reveal a significant disconnect between the rapid adoption of digital tools in schools and the outdated or generalized nature of existing legal protections. Although regulations such as data privacy and intellectual property laws exist, their application in schools remains inconsistent and fragmented. Informed consent procedures, protection of user data, and understanding of digital ownership are often inadequately addressed. The study highlights the urgent need for education-specific legal frameworks and proactive digital governance. The findings underscore the importance of improving digital literacy among educators and learners, institutionalizing localized policy responses, and ensuring accountability in the use of educational technology. This study contributes to ongoing discourse on ethical digital transformation and offers insights for policymakers, school leaders, and researchers aiming to align education practices with emerging cyber legal standards.
Almighty C. Tabuena (Tue,) studied this question.