Cyber Security in Primary and Secondary Education Institutions: A Document-Based Evaluation from Institutional, Teacher and Student Perspective

Year 2025, Volume: 2 Issue: 1, 16 - 31, 31.07.2025

Murat Osman Kandır , Serap Uğur

Abstract

This study investigates cybersecurity practices in Turkish primary and secondary education by analyzing official policy documents through a document analysis methodology. Without requiring ethical approval or field data collection, the study examines publicly available regulations and strategic plans from the Ministry of National Education (MoNE), the Information Technologies Authority (BTK), and the Personal Data Protection Authority (KVKK). Findings indicate that current Turkish policies emphasize technical security measures but lack sufficient structures for teacher training, student awareness, and institutional oversight. These policies are compared against the European Union's NIS2 Directive and the Cyber Resilience Act, revealing key discrepancies, especially in multi-factor authentication, incident logging, and staff training requirements. The study concludes that cybersecurity should be addressed not only as a technical issue but also as an educational and institutional priority, proposing a holistic vision for improving digital resilience in Turkey's K-12 education system.

Keywords

cyber security , primary and secondary education , teacher competencies , student privacy , document analysis , digital security policies

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