Does conducting cyberattack simulation exercises enhance institutional preparedness in higher education networks?

Abstract

Cloud computing, learning management systems, and research data repositories provide higher education institutions with significantly increased attack surfaces, leading to an increase in cyber threats against HEIs. This study aims to examine if cyberattack simulation exercise improves the institution's preparedness in higher education networks. This was done using an empirical research design with primary data gathered from HE institutions that have already run simulations, such as tabletop simulations, cyber range simulations, or incident response exercises. The level of preparedness was assessed on various aspects such as incident detection, response time and coordination, awareness of staff and technical preparedness. The results show that there is a high positive correlation between the conducted simulation exercises and the preparedness indicators. Those institutions that had more frequent and varied simulations had higher mean incident detection scores (4.1 vs. 3.2 on a 5 point scale), a higher mean staff confidence (4.2 vs. 3.0 on a 5 point scale) and faster mean response time readiness (post-simulation mean 4.1 vs. pre-simulation mean 3.2 on a 5 point scale) than those with irregular or no simulation experience. The outcomes suggest that experiential learning in safe-to-fail settings helps to expose hidden weaknesses, define roles in responding and promote intra-departmental collaboration. Yet, constraints and lack of expertise were identified as the challenges affecting the implementation of complex scenario exercises. The study results show that cyberattack simulation exercise is a strategic enabler of institutional cyberresilience rather than just an educational activity. The results offer higher education leaders, cybersecurity professionals, and policymakers actionable insights to bolster their preparedness level in response to the evolving nature of cyber threats.