## 5 Conclusions and Future Work  
This paper has described a three-fold integrated cybersecurity and cyberawareness strategy, composed of risky attitudes and behaviors assessment, a self-diagnosis questionnaire, and a lesson plan. The integrated strategy was implemented and tested in a junior high school, with 6 th and 9 th grade students. CsA-S and CsB-S questionnaires evaluated the risky behaviors and attitudes towards cybersecurity and were filled by 164 respondents. The self-diagnosis questionnaire was made available for the same students who also benefited from the implementation of a lesson plan designed for digital citizenship classes.  
Globally, the cybersecurity consciousness of the school administration, students, and parents was a major challenge, as these players were not initially too aware of the importance of the subject and the positive impact of an assessment to enhance students' cybersecurity skills. The implementation of this research study and the dissemination of the results in the school brought additional consciousness regarding the need to implement integrated cyberawareness in the school.  
The global results obtained with the cybersecurity assessment questionnaires reveal that 6 th grade students are globally more aware than those attending 9 th grade. Despite the latter being older, and thus they should be globally more aware, this result suggests they are also more relaxed in applying cybersecurity best practices. It also suggests the need to intensify additional cyberawareness measures in this age group.  
The following possible further developments were identified along with the research. It is possible to improve what can be measured; we should promote the dissemination of the attitude and behavior assessment questionnaires to other schools in the community. Besides the data enrichment, it should give an important additional management instrument for the educational authorities to promote cybersecurity and cyberhygiene habits in the schools.  
Regarding the self-diagnosis application, gamification has to be seen as the next stage. The development of a gamified mobile version with \"reward\" mechanisms would disseminate the continuous and wide use of the cybersecurity self-diagnosis application.  
The impact of the teaching/learning strategies in the students' cyberawareness perception should also be measured. Further developments include the application of the questionnaires to the students after the implementation of the lesson plan. The cyberawareness strategy is being adopted concerning other groups, namely parents, teachers, staff, and administration.  
The proposed strategy and methodology is also suitable to be applied in distinct contexts, namely SMEs and public sector institutions in order to raise the cybersecurity level among the employees. Despite the need to eventually adjust the questionnaires to a specific context, the global strategy can be applied to a wide range of institutions and businesses, aiming to raise the cybersecurity and cyberawareness level.  
Conceptualization, M.A., C.S. and F.M.; Data curation, C.S. and F.M.; Formal analysis, M.A., C.S. and F.M.; Funding acquisition, M.A.; Investigation, M.A., C.S. and F.M.; Methodology, M.A. and C.S.; Software, F.M.; Supervision, M.A. and C.S.; Validation, M.A. and C.S.; Visualization, C.S. and F.M.; Writing--original draft: M.A., C.S. and F.M.; Writing--Review & Editing: M.A., C.S. and F.M. All authors have read and agreed to the published version of the manuscript.  
This research received no external funding.