Abstract
In an increasingly connected digital world where businesses, schools and technology areinterconnected, cyberattacks are on the rise despite improved technical security solutions. Social engineering, which accounts for up to 98 % of cyberattacks, exploits human
vulnerabilities through manipulation and interpersonal interactions to gain information
or cause damage. Educational institutions in particular are increasingly targets of such
attacks. This thesis systematically examines the perception and effects of social engineering in Lower Austrian secondary schools, focusing on the Waldviertel and
Weinviertel regions. The research sheds light on the experiences with cyber threats,
guidelines, the level of knowledge and the willingness of teachers to participate in training. Despite professional IT security, ill-informed users pose a significant risk to
schools, while the GDPR requires the protection of sensitive data of children and young
people. The study aims to identify knowledge gaps in the areas of information security,
data protection and social engineering and provide recommendations for training,
awareness programs and other protective measures against attacks. The results should
serve as a basis for political decision-makers and educational institutions to develop
targeted measures to strengthen cyber security in Lower Austrian schools.
| Date of Award | 2024 |
|---|---|
| Original language | German (Austria) |
| Supervisor | Johannes Edler (Supervisor) |