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All Journal Journal of Information Systems and Informatics Jounal of Education and Teaching (JET)
Matto, George
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Computer Science & IT Education

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The Cyber Kill Chain Model and Its Applicability on The Protection of Students Academic Information Systems (SAIS) in Tanzanian HEIs Matto, George
Journal of Information System and Informatics Vol 6 No 1 (2024): March
Publisher : Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51519/journalisi.v6i1.676

Abstract

Security threats are constantly evolving in various computerized systems. As in many other systems, security threats and attacks have been directed to Students Academic Information System (SAIS) in Higher Education Institutions (HEIs). The seven steps cyber kill chain model offers preventive defense against such security threats. Little is known, however, on how well the model is applicable in the protection of SAIS. This study was therefore carried out to investigate the applicability of the cyber kill chain model on the protection of SAIS. The study was qualitative in which empirical evidence from literature was employed to gather data which were then analysed thematically through content analysis. Results showed that the cyber kill chain model is very relevant and applicable in the protection of SAIS. Each of the seven steps of the model practically applies differently in SAIS which entails for distinct protective measures as detailed in the paper. The study calls upon HEIs stakeholders to leverage the proposed preventive measures against security threats in SAIS.
Impacts of ChatGPT on Critical Thinking: Perceptions of Tanzanian Higher Education Students Kyumana, Valeria; Matto, George; Msafiri Ponera, Jaffar
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.568

Abstract

In Tanzania, perceptions toward the adoption of Artificial Intelligence (AI) in education, particularly the use of ChatGPT, are mixed, with debates centered on its effects on critical thinking and traditional learning practices. This study explored students’ perceptions of ChatGPT use in academia and provided future directions. Employing a mixed-methods approach, data were collected from 170 students across two higher education institutions, the Institute of Finance Management (IFM) and Moshi Co-operative University (MoCU). A total of 133 students responded to online questionnaires. Findings revealed that most students (93%) were aware of and used ChatGPT, mainly for study and writing support. Over half (55%) reported a positive influence on critical thinking, while about one-quarter (26.7%) highlighted negative effects, such as overreliance and disruption of traditional learning. Additionally, a large majority (85.2%) viewed ChatGPT as supportive to education, whereas a minority (14.8%) perceived it as a threat, reflecting broader national dilemmas regarding AI adoption. Notably, 43.1% of respondents expressed uncertainty about its misuse, citing the absence of clear policies and guidelines. The study recommends establishing regulatory frameworks for ChatGPT integration to support, rather than replace, critical thinking, human interaction, and creativity, while ensuring ethical practices in academic use.
Co-Authors Kyumana, Valeria Msafiri Ponera, Jaffar