Secure Digital Access Control for Technology-Enabled Learning in Vocational Education: A Qualitative Study of Stakeholder Perspectives

The digital transformation of vocational education has intensified cybersecurity challenges, yet research in developing-country contexts remains limited. This qualitative study examines stakeholder perspectives on cybersecurity in technology-enabled learning at Universitas Pendidikan Indonesia. One Focus Group Discussion with twelve purposively selected participants representing lecturers, IT personnel, administrative staff, and students was conducted, and the data were analyzed thematically. Findings reveal multidimensional challenges involving technical vulnerabilities, including single-factor authentication and open-source platform risks; human factors, including credential sharing and limited security awareness; human resource constraints; and institutional barriers such as reactive policies and a blame culture. These challenges are compounded by diverse user populations, resource limitations, and industry partnerships characteristic of vocational education. Participants recommended two-factor authentication, stronger password policies, institutional account integration, early security awareness, and differentiated digital literacy training. The findings highlight the need to view security and usability as interdependent socio-technical concerns and provide practical recommendations for developing secure, inclusive, and sustainable digital access systems in vocational education.

Cybersecurity, vocational education, technology-enabled learning, digital access control, two-factor authentication, stakeholder perspectives.

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