The rapid shift toward digital learning environments in higher education, particularly within technology-focused disciplines such as computer engineering, has redefined how students interact, collaborate, and exchange information. While this transition brings enhanced flexibility and resource accessibility, it also introduces new vulnerabilities related to information security and ethical use of digital platforms. This paper presents a structured methodology for cultivating a culture of secure information exchange among computer engineering students in digital learning environments.

The study is driven by the recognition that digital literacy alone is insufficient students must also develop awareness, attitudes, and behaviors that prioritize information safety, responsible sharing, and ethical collaboration. The proposed methodology is grounded in a multidisciplinary approach that includes digital pedagogy, cybersecurity education, behavioral science, and peer learning strategies. It combines formal instruction on secure communication tools and protocols with experiential learning activities such as simulations, gamified scenarios, and collaborative assignments that require secure practices.

The methodology was implemented in a controlled academic setting with third-year computer engineering students. It involved a four-phase cycle: (1) baseline assessment of students’ security awareness and sharing habits; (2) delivery of instructional content and interactive workshops on secure communication and information ethics; (3) integration of security-conscious practices in collaborative coursework and projects; and (4) post-intervention evaluation through surveys, peer reviews, and repository audits.

Findings from the intervention indicate significant improvements in students’ understanding of cybersecurity principles, increased use of secure sharing tools (e.g., Git with multi-factor authentication), and a notable shift in attitudes towards digital responsibility. The majority of students reported heightened sensitivity to access permissions, password hygiene, and potential data exposure risks during online collaboration. Peer interactions also reflected improved norms around responsible information handling.

This study concludes that embedding security culture into the educational process - not as an add-on but as a core component of academic and technical activities - can foster sustainable behavioral change. The article contributes to the growing body of literature on digital learning and student cybersecurity by offering a practical, scalable model that educators in engineering and related fields can adapt to their institutional contexts. Future research is recommended to explore the long-term effects of such methodologies and their applicability across other disciplines in digital education.  

Digital learning, information exchange, security culture, computer engineering

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