Gender and Academic-Level Variations in Awareness of Digital Assessment Security Risks and Safeguards among Nigerian Students

Background and Objective: As digital assessments become increasingly prevalent in higher education, concerns about data security, academic integrity, and ethical technology use are rising. However, there is limited evidence on students’ awareness of these risks, particularly in Nigerian higher institutions. This study aimed to examine students’ understanding of digital assessment risks and their familiarity with security tools, with attention to differences by gender and academic level. Materials and Methods: A descriptive quantitative design was employed, involving 210 education students (61 males, 149 females; 114 undergraduates, 96 postgraduates) from public higher institutions in Anambra State, Nigeria. Data were collected using structured questionnaires based on digital literacy and security awareness frameworks. Descriptive statistics and comparative analyses were performed to explore variations across gender and academic level. Results: Students demonstrated high a wareness of common digital assessment risks, including malware, identity verification issues, and human error. Gender differences were minimal, with females showing slightly higher awareness. Undergraduates were more attuned to technical vulnerabilities, whereas postgraduates showed a stronger understanding of ethical issues such as plagiarism and impersonation. Familiarity was highest with antivirus tools, access controls, and identity validation, but lower for advanced safeguards such as non-repudiation and data authorship. Conclusion: The study highlights the need for targeted interventions to enhance digital assessment security: Technical training for undergraduates and ethical awareness for postgraduates. These findings provide evidence to inform policies and educational strategies that promote secure and responsible digital assessment practices in Nigeria, while suggesting directions for future research on improving digital literacy and ethical technology use among students.