The rapid development of STEM and ICT has led to increased research into maximizing participation of all racial groups. However, the current state of computer science education in African universities shows gaps and weaknesses, hindering students’ interest and performance in cybersecurity. These gaps include inadequate curricula, inadequate teaching methodologies, limited access to digital learning resources, and a lack of a contextually adapted approach that incorporates indigenous African knowledge and cultural references. The lack of technology-assisted instruction in Africa has created a digital divide, denying African students the opportunity to learn in interactive environments. The Afrocyberlibrary application, based on the Culturo-Techno-Contextual Approach, aims to address these gaps and increase interest and proficiency in cybersecurity education. The study aimed to evaluate the impact of the Culturo-Techno-Contextual Approach (CTCA) and Afrocyberlibrary on undergraduate cybersecurity students in Ghanaian universities. It examined the relationship between the use of CTCA and Afrocyberlibrary and the performance of students, their interest and ethical reasoning in cybersecurity. The study compared students exposed to CTCA combined with the Afrocyberlibrary application and those exposed to regular lecture teaching methodologies.

The mixed-method research approach was used, with 71 participants from three colleges of education. The quantitative phase was conducted using a quasi-experimental, pretest-posttest non-equivalent groups design and the qualitative phase was completed using qualitative thematic analysis The study involved five research instruments: Cybersecurity Interest Test (CsIT), Ethical Reasoning Test (ERT), and Cybersecurity Achievement Test (CsACT). Data from the CsIT, ERT, and CsACT were analyzed using Analysis of Covariance (ANCOVA), while data from the SPCIG and SPAAQ were analyzed using thematic analysis.

The results showed a statistically significant difference in interest [F (1, 68) =56.50; p<.05], performance [F (1, 68) =6.52; p<.05] and ethical reasoning [F (1, 68) =5.7; p<.05] in cybersecurity between students taught using CTCA and the Afrocyberlibrary application from those taught using regular lecture methods. Students were more interested in the CTCA and Afrocyberlibrary due to their blend of culture and technology, employing cultural examples to explain cybersecurity concepts. Students also praised the Afrocyberlibrary for its intuitive interface, rich educational content, and ease of pre-lesson assignments.

In conclusion, the study found that CTCA and Afrocyberlibrary significantly influenced undergraduate cybersecurity interest and performance. The findings suggest that CTCA and Afrocyberlibrary can enhance cybersecurity education in Ghanaian universities. The researcher recommends standardized use of the Culturo-Techno-Contextual Approach (CTCA) and Afrocyberlibrary in educational institutions, financial support, and increased awareness through seminars and campaigns. Educational institutions should integrate these technologies into curriculum, train faculty, and develop certification programs. Students should actively participate, parents should support their use, the private sector should collaborate, and international organizations should fund projects to integrate these technologies.