Social Learning Strategies Influencing Cognitive Assessment for Cyber Ethical Behaviour Among TVET Students

The development of the industry revolution (IR 4.0)) challenges Technical Vocational Education and Training (TVET) institutions to increase their knowledge of cyber ethics to increase the employability and mobility of TVET graduates. Awareness of cyber ethics needs to be emphasized in the environment of TVET institutions to improve the understanding and sensitivity of TVET youth through assessing threats to the interests, rights, and safety of others. However, the current curriculum structure of TVET institutions only emphasizes technical skills rather than improving students' cognitive and digital processes. Therefore, this study aims to identify social learning strategies that integrate exposure to cyber ethics within TVET institutions through informal learning methods guided by Social Learning Theory (SLT). A systematic review (SR) was conducted using the Web of Science (WoS), Scopus, IEEE Xplore, and ACM research databases, focusing on peer-reviewed articles published between 2019 and 2024. This review identified 27 relevant studies using PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Our analysis identified 14 social learning strategies across 27 research papers through deductive analysis, based on three sources of Social Learning Theory (SLT): vicarious experience, verbal persuasion, and, through inductive analysis, an additional source of engagement. Three strategies are highlighted for their appropriateness, simplicity, and impact: digital games, lecturer reminders, and motivation impact of achievement certification. These findings can assist TVET institutions in developing informal learning strategies to better equip graduates with cyber ethical knowledge for protecting themselves and others from cyber threats.