Discerning cybers’ threats in an era of digitally connected classrooms: lessons for the Nigerian higher education system and society

Abstract This review explores the risks associated with digital instructional practices, focusing mainly on the implications of cyber threats in higher education digitally connected classrooms and society. Although advancements in technology have enabled the development and use of diverse and adaptable teaching methods and societal endeavours, their impact during and after COVID-19 has also introduced or escalated cyber threats in higher education digitally connected classrooms and society, necessitating a review of approaches to teaching, learning and social engagements in today’s digitally rich environment. This review aims to identify the cyber threats confronting digitally connected higher classrooms and society, revealing their various forms in higher education or social environments. A systemic review of the literature was conducted in the study. Specifically, related literature was sourced from databases such as Google, the Online Public Access Catalogue (OPAC), Google Scholar and YouTube educational videos, which revealed malicious encryption, ransomware, cyber spoofing, Open AI-giarism and sextortion as key findings. The findings highlight the essentialities in emphasising the need for collective and continuous awareness of cybersecurity education that all higher education stakeholders must urgently address. Additionally, the findings underscore the importance of continuous engagement with educators, students, parents, and social awareness programs to address cyber threats in higher education and society. However, continuous engagement is not just important but integral to the solution, as it ensures that all stakeholders are actively involved in the fight against cyber threats in digitally connected higher education systems.