## 2 Literature Review  
Information security and cybersecurity awareness and best practices in school environment have been reported by several authors [11; 12; 13; 14]. In [11] [PERSON] and [PERSON] reported the results obtained with the students at the College of Business and Economics, California State University, in 2011, and correlate cyberawareness with the ways the students apply their information security knowledge in real-world scenarios. The theory of motivation was applied by [PERSON] and [PERSON] [12] at University of Texas to assess the impact of users' cyberawareness. The major authors' findings evidenced that consciousness towards cybersecurity significantly affects the perception of risk severity, the efficacy of the response, the self-efficacy, and the cost of response. More recently, in [13] the authors addressed the cybersecurity issues in the schools, identifying the major flaws, the risks, and the motivations behind cybercriminals' activities. The human factor is detailed, namely, the way students may influence cybersecurity. The authors conclude that a \"one size fits all\" approach is not adequate to promote cybersecurity in schools, the human factor is still low, and more work should be done. Several authors analysed the correlation between the use of Internet and the adoption of cyberawareness measures in school context [14; 15; 16]. [PERSON] et al. [14] analysed the impact in school context, with three groups of students between 8 and 21 years. The results reveal two important conclusions: A low level of cyberawareness; a global lack of knowledge regarding the fundamentals of cybersecurity and the software tools used to protect electronic equipment. The authors propose the creation of cyberawareness programs directed towards students. The dangers behind the use of Internet on higher education students are detailed in [15]. The authors measured the cyberawareness level by delivering a questionnaire to the students of the International School for Social and Business Studies in Slovenia with questions related to the respondents' familiarity with cybersecurity and cyberawareness. The research released a set of best practices for cybersecurity, which can be used by several groups of users, such as students at all stages, active professionals, and unemployed. The study also emphasized the need to enhance cyberawareness practices in the educational system in general. A set of surveys and reports about cyberawareness in the school context were already available. In 2011, [PERSON] et al. [17] applied a questionnaire directed to children and parents, to evaluate the online technologies and Internet experience in twenty-five European countries. The questionnaire was directed at children and parents and its main results can be summarized as follows: Most children access the Internet at home, which infers that parents are well-positioned to mediate that access; teenagers' access to the Internet is made from their bedrooms, which challenge the parents; despite the desktop being used as the most common Internet access, average children and teenagers use regularly two devices online; teenagers stay online longer periods, and children are beginning to stay online earlier. More recently, the EU Kids Online network report [18] presents the findings from a survey of \(25,101\) children aged 9 to 16, from 19 European countries. The findings are based on a questionnaire developed by members of the EUKids Online network and are organized into the following four dimensions: Internet access, practices and skills, risks and opportunities, and social context [19]. Recently, the positive impact and the problems addressed by the Internet in the citizens' daily routine have been detailed in [16]. The authors' major findings point out that the level of cyberawareness is generally moderate or low in all age groups, emphasizing the need to adopt measures to improve cyberawareness on the school environment.