Contribution: This Systematic Literature Review (SLR) aims to investigate how storytelling can effectively convey cybersecurity awareness for specific target groups in education, from different age groups. Background: Cybersecurity is increasingly pervasive, impacting nearly everyone globally. Therefore, there’s a critical need for widespread education on the risks and consequences of daily technology use. Research Questions: RQ1: Are there any methods to approach the topic of cybersecurity without age constraints? RQ2: What type of technology used emerges from our review? RQ3: Which are the major outcomes of the proposed initiatives? Methodology: We use PRISMA guidelines [22] with n=53 papers published until December 2023 identified and n=18 final relevant papers. Findings: This review identified delivery methods [8], within the research field of technology-enhanced learning, that address, by the introduction of storytelling approach, the spread of cybersecurity education, leading to increased awareness and engagement on cybersecurity issues. It confirms that traditional forms of education focusing solely on knowledge transmission are not well suited for developing learning and understanding in a highly dynamic area such as cybersecurity. These delivery methods aim at developing cybersecurity awareness through the storytelling approach, expanding the notion of “being secure” to that of “acting securely”.

As the digitization of our life continuously progresses, the associated risks and their impacts on each individual user of digital applications and internet services also continue to increase. Cybercriminals specifically exploit the carelessness or ignorance of users to profit from it. A basic understanding of cybersecurity should therefore be a fundamental requirement for all people. Addressing these challenges, the paper presents a comprehensive, novel approach to enhance cybersecurity awareness and training for workforce and the general public. Based on the globally successful but outdated ICDL Cyber Security syllabus, a new syllabus was derived, comprising nine core modules that cover essential cybersecurity topics. Along these key topics, an e-Learning course was developed through iterative design and implementation. Qualitative and quantitative evaluations were conducted, comprising pre-, post- and self-assessment-tests with 91 participants (University students, employees of a small organisation) as well as expert reviews. Additionally, upcoming use cases for the developed course are outlined, focusing on applications in the public sector and the broader workforce. The work might contribute to a significant advancement in cybersecurity online training and lays the groundwork for future research and innovation in the field of cybersecurity education.

Effective provision of cybersecurity requires practitioners that are able to work collaboratively to solve practical real-world problems. However, the extent to which these skills are supported by current higher education programmes is potentially limited [1]. We consequently need forms of education that understand the interdisciplinary nature of the field, as well as at the development of joint action in context: being able to act in a variety of situations and knowing how to do this together. This paper describes the process and result of an assignment that was designed in the context of the Coltrane project (The Coltrane Project is funded under the Erasmus+ program. https://coltrane.ait.ac.at/ ) on Cybersecurity awareness in education. The aim of the assignment was improving students’ cybersecurity awareness through collaboratively analysing and understanding (open) data. This has implications for Technology Enhanced Learning for future citizens.

The chapter elaborates on values, concepts, and processes that lead to sensitive design of online and offline modes of collaborative action to tackle inequalities in the incorporation of existing resilient competencies of people involved in searching for such solutions embedded in the existing geopolitical and microsocial contexts. After introducing the theoretical foundation of the term social resilience, anchored in social sciences, we expound two key elements of it, collaborative action and sensitive designing, through the use of diverse analytical descriptions of real-life situations rooted in European societies. Whether maintaining cybersecurity, decorating a Christmas tree in an elementary school classroom, purchasing public transport tickets in busy metropolitan transportation hubs, getting to a virtual classroom, or using online chat and digital management tools, we consider the diversity of actors, backgrounds, and technologies to formulate five principles of supporting social resilience: the group nature of social resilience, collaborative action as a common respectful process of dealing with a task, focus on collaborative agency, sensitive design of technological support for collaboration, and the coexistence of human and technological actions.

In this chapter, we present our qualitative approach to understanding local cybersecurity awareness at the beginning of the project, that is, before the system was designed and implemented. We explain the rationale, the design and the outcomes of the one-day workshop, that we call the story-telling workshop. The purpose of the story-telling workshop was to better understand participant experiences, in order to interpret their needs, roles and views about dealing with cybersecurity in their professional contexts. For interpretation of stories, we propose a framework inspired by cultural-historical activity theory. This approach allowed us to dig deeper into the norms, rules, objectives and organizational constraints underlying participants’ ideas and awareness about cybersecurity in their context. After that, we present the results of our interpretations for system administrators and system network users, separately, for the two municipalities. Our approach proves to be adequate to lay out the tensions in the activities of two user groups in the two municipalities. Also, the approach was powerful in the sense of its sensitivity to the differences and similarities in cybersecurity awareness at the two pilot sites.

In real life contexts, predicting how technology will actually be used is often difficult. This can be a problem in the context of cybercrime: attempts to steal our identities, our money, or simply to frustrate our work by infecting our computers, rely on exceptions, derogations, people not paying attention, or not understanding what is at stake. There are various ways for the criminal mind to operate, but our concern is that future users need to develop more awareness of cybersecurity, meaning not only knowing the risks of using technology, but also how to handle threats that may happen in cyberspace. We will report two qualitative studies that show that cybersecurity awareness is about evolving resilience in a collaborative practice, and therefore cybersecurity awareness is collaborative. This has implications for Technology Enhanced Learning for future citizens.

The paper describes the engaging strategies implemented in the city of Nocera Inferiore, in the Campania Region. The initiatives involved three communities of the local territory: a community of citizens, a community of local associations' members and a community of students. In this study, we take into consideration the engagement of the local citizenship, which has been reached in particular with the Open Data Challenge experience. The citizens contributed to the creation of public value, in collaboration with the local Public Administration, by discussing topics in the context of the local Cultural Heritage. They generated information both from pre-existing and co-created open datasets, using the SPOD platform. These experiences represent a bottom-up approach that directly involves the citizenship in a series of crowdsourcing activities in the field of the Cultural Heritage, collecting data and disseminating the gained knowledge to the whole community.

Although open data of Public Administrations may enable nominal transparency for citizens (opening-up of data sets), achieving effective transparency requires meaning-making in dialogue. We describe an approach to analysing such dialogues based on Dialogue Game theory, applied to interaction corpora produced using SPOD (Social Platform for Open Data) developed within the ROUTE-TO-PA project. Users were able to engage in meaning-making dialogue games on/around open data visualisations.

The aim of our research is to study how to increase Public Value through the collective participation, involving Public Administrations, stakeholders and citizens together. The Public Value for citizens is in the available and gained Knowledge. The paper models this concept by introducing a variant of the classic Data-Information-Knowledge pyramid, considering everything published as open and public. The paper introduces a social and iterative process designed for user appropriation, that includes the Knowledge and Data Co-Creation with the aim to generate public Open Knowledge. Users with process and technology appropriation can creatively follow the process in different ways. The paper concludes by introducing a brief preliminary scenario that exploits the process, platform and technology in the context of Cultural Heritage.

In this paper we present innovative solutions to the problem of transparency in Public Administrations (PAs) by opening up public data and services so that citizens participation is facilitated and encouraged with a Social Platform and a personalized user-friendly Transparency-Enhancing Toolset.

Developments in open data have prompted a range of proposals and innovations in the domain of governance and public administration. Within the democratic tradition, transparency is seen as a fundamental element of democratic governance. While the use of open government data has the potential to enhance transparency and trust in government, realising any ideal of transparent democratic governance implies responding to a range of sociotechnical design challenges. In order to address these design challenges it is essential to adopt an interdisciplinary and stakeholder-engaged approach to research and innovation. In the current study, we describe a contextualist approach to the design of an open data collaboration platform in the context of an EU innovation project, focused on enhancing transparency and collaboration between citizens and public administrators through the use of open government data. We report on a collective intelligence scenario-based design process that has shaped the development of open data platform requirements and ongoing system engineering and evaluation work. Stakeholders across five pilot sites identified barriers to accessing, understanding, and using open data, and options to overcome these barriers across three broad categories: government and organisational issues; technical, data, and resource issues; and training and engagement issues. Stakeholders also expressed a broad variety of user needs across three domains: information needs; social-collaborative needs; and understandability, usability, and decision-making needs. Similarities and differences across sites are highlighted along with implications for open data platform design.

In this short paper, we introduce ROUTE-TO-PA project, funded by European Union under the Horizon 2020 program, whose aim is to improve the transparency of Public Administration, by allowing citizens to make better use of Open Data, through collaboration and personalization.

Learning sciences, especially when connected to developing new educational technology, have characteristics of design sciences. It can be argued that design sciences require methodological and theoretical outlook which differs from traditional models of science (Simon 1997). One central way of developing new methodological solutions is the use of design principles to guide the design of educational practices and technology. Various ways of developing design principles have been suggested, both top-down, i.e. theory driven (e.g. This symposium discusses the role of design principles, and analyzes their uses in a research and development project, KP-Lab (Knowledge Practices Laboratory; see www.kp-lab.org). The KP-Lab project is a large, five-year project supported by EU, aiming at developing and making research on the " trialogic " knowledge practices and technology, and what can be called knowledge creation metaphor of learning (Paavola et al. 2004). The trialogical approach aims at understanding how people collaboratively, in long-term processes, develop novel epistemic things and transform their knowledge practices in education and at workplaces, and how students in higher education act similarly by cross-fertilizing professional and educational practices and solve complex, authentic problems with the help of innovative knowledge practices and educational technology. The aim of the KP-Lab project is to develop the trialogical approach to learning and related pedagogical scenarios and technology. In order to do that, general design principles have been developed based on theoretical models concerning collaborative knowledge creation processes as well as experiences of research on collaborative learning environments. These design principles illustrate the general characteristics of the trialogical approach on learning, but they are re-evaluated and refined during the project. In this symposium, we will continue the discussion about design principles, the definitions, focus and scope. The following central design principles (DPs) were defined at the beginning of the project to describe trialogical learning: DP1. Organizing activities around shared objects: a central idea of trialogical learning is that work and learning are organized around developing shared knowledge objects; DP2. Supporting interaction between personal and social levels: people integrate their own personal work and group work for developing shared objects, combining participants' expertise and contribution into the shared achievement; DP3. Eliciting individual and collective agency: the responsibility for creating shared new knowledge objects is shifted from educators to learners; DP4. Fostering long-term processes of knowledge advancement: trialogical learning requires sustained, focused work on topics of interest; DP5. Emphasizing development through transformation and reflection between various forms …