Digital Safety and Risk Perception in Higher Education: Insights from Spanish University Students with Intellectual Disabilities

Joanne Mampaso-Desbrow, Margarita Alonso-Criado, María Dolores López-Salmerón and Ángel Vicario-Merino ()
Additional contact information
Joanne Mampaso-Desbrow: Faculty of Education, Camilo Jose Cela University, 28692 Villanueva de la Cañada, Spain
Margarita Alonso-Criado: Faculty of Education, Camilo Jose Cela University, 28692 Villanueva de la Cañada, Spain
María Dolores López-Salmerón: Faculty of Psychology and Health Sciences, Universidad a Distancia de Madrid, 28400 Collado Villalba, Spain
Ángel Vicario-Merino: Faculty of Health Sciences, Universidad Internacional de La Rioja, Avenida de la Paz, 137, 26006 Logroño, Spain

Disabilities, 2025, vol. 5, issue 4, 1-18

Abstract: As digital technologies become increasingly integrated into daily life, individuals with intellectual disabilities face both opportunities and risks in virtual environments. Despite widespread internet access and frequent use of digital devices among the general population, many individuals with disabilities continue to experience significant barriers to digital participation. These include difficulties in using technological tools, limited access to devices at home, and challenges in navigating online environments safely and independently. This study investigates the cybersecurity knowledge, risk perception, and privacy practices of 28 university students with mild intellectual disabilities in Spain. Utilizing a validated, accessible self-assessment questionnaire, the research analyzes participants’ understanding of digital threats, self-protective behaviors, and gender-based differences in knowledge and decision-making. Results reveal a generally high awareness of online risks and appropriate use of privacy settings, though inconsistencies in password security and high social media usage persist. Female participants demonstrated slightly higher levels of theoretical knowledge. The findings underscore the urgent need for inclusive, accessible cybersecurity education tailored to cognitive diversity. Promoting digital autonomy and safety through targeted interventions can reduce the digital divide and foster full social participation. This research contributes to the broader discourse on digital inclusion and protection for individuals with disabilities in an increasingly connected world.

Keywords: university; intellectual disability; cybersecurity; social networks; profile privacy (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2673-7272/5/4/108/pdf (application/pdf)
https://www.mdpi.com/2673-7272/5/4/108/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jdisab:v:5:y:2025:i:4:p:108-:d:1799000

Access Statistics for this article

Disabilities is currently edited by Ms. Cici Zhou

More articles in Disabilities from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().