Professor Layane Thomas Mabasa, in the Department of Education Studies, underscores the importance of collaboration in strengthening cybersecurity knowledge. Photos: Frans Nkhapele
By Phishego Mohubedu – ulpublications@ul.ac.za
In a step towards bridging South Africa’s digital divide, the University of Limpopo (UL), in partnership with the University of Cape Town (UCT), has launched the Cybersecurity for Marginalised Schools in South Africa (Cy4MaS) research framework
This initiative aims to address digital inequality and enhance cyber safety in under-resourced schools, where both learners and teachers often face significant vulnerabilities.
Unveiled at UL, the Cy4MaS framework is the result of years of collaborative research between the two institutions. It provides schools with a structured roadmap to assess, develop, and improve their cybersecurity practices, addressing critical issues such as cyberbullying, data breaches, and the lack of awareness about online safety among learners and educators.
Professor Thomas Mabasa, of UL School of Education (Department of Education Studies), explained the urgency of the project. “The framework is our response to alarming findings which revealed just how unprepared many marginalised schools are when it comes to cybersecurity. It is about protecting not just data, but the dignity and safety of learners and teachers.”
Beyond research, the project has taken a practical approach. Educators from across Limpopo’s five districts attended workshops where they were introduced to tools and strategies for preventing and responding to cyber threats. For many, it was the first time they had been given the resources to confidently manage digital risks within their classrooms.
Professor Wallace Chigona, Professor of Information Systems at UCT, outlines the Cy44MaS framework’s goal and the project’s next phase, strengthening digital capacity in schools and communities.
Professor Wallace Chigona, Professor of Information Systems at UCT, described the journey as transformative. “This framework is the result of our 2022–2024 project phase. The next phase, running from 2025 to 2027, will go even further, strengthening schools and their communities to navigate cyberspace safely. It is about resilience, empowerment, and justice for those left on the margins of the digital world.”
Dr Laban Bagui of UCT’s Department of Information Systems at UCT (Cybersecurity Capacity Centre for Southern Africa, C3SA) introduced the technical heart of the project, a three-stage maturity model designed to guide schools through practical steps towards digital safety.
For educators like Masilu Makwela from Thogoa Secondary School, the lessons were invaluable: “I’ve learned how this framework will help us protect sensitive school data. That knowledge is critical for us. It gives us confidence that we can safeguard our institutions.”
His colleague, Phineas Sekgobela, shared a more personal reflection: “Growing up, technology was just entertainment. I never realised how exposed we were to hidden threats. Today I understand how vulnerable we have been, and how important it is to change that.”
Thema Mathiba, a postdoctoral researcher at UL and event organiser, emphasised the broader vision: “Cy4MaS is about more than cybersecurity. It is about collaboration between schools, universities, and communities to close the digital safety gap in education. We hope that this initiative inspires a culture of awareness and resilience.”
According to Prof Mahlapahlapana Themane, Research Chair for Schools as Enabling Environments at UL, Cy4MaS collaborates with the NRF–UL Research Chair in Schools as Enabling Environments. “Cybersecurity is one of the pressing challenges in the media space, and it is increasingly affecting communities, particularly schools. More and more people now acknowledge that simply pumping money into combating the problem is not enough. Research is needed to unearth the underlying factors and to guide effective implementation strategies. We are thrilled that Cy4MaS has arrived as much-needed fresh air for marginalised schools in the Western Cape and Limpopo, where such institutions are concentrated.”
Representatives at the event included educators from Ditlalemeso Secondary School (Mankweng Circuit), Mathukana Secondary School (Mamabolo Circuit), Thokgoa Secondary School (Mogodumo Circuit), and Nare Secondary School (Bahlaloga Circuit).
Stakeholders convened by the University of Limpopo to address cybersecurity challenges facing marginalised schools in South Africa