FROM SOCIAL MEDIA TO THE DEFENSE FIELD: AN EXPLORATION OF GEN Z'S ROLE IN NATIONAL SECURITY

Authors

  • Aris Sarjito Universitas Pertahanan Republik Indonesia

DOI:

https://doi.org/10.59407/jogapa.v1i3.994

Keywords:

cybersecurity, digital competencies, Generation Z, intelligence roles, national security

Abstract

ABSTRACT

This research explores the role of Generation Z (Gen Z) in enhancing national security, focusing on their integration into cybersecurity and intelligence roles. As digital natives, Gen Z possesses unique competencies that are crucial for modern security operations. The aim of this study is to analyze these digital skills, including social media proficiency, cybersecurity awareness, and data analysis capabilities, and their application in national defense. Utilizing qualitative research methods with secondary data, such as social media analyses and existing government reports, this study identifies key areas where Gen Z can significantly contribute. Key findings include the critical digital competencies of Gen Z that enhance national security operations, strategies for effectively integrating them into cybersecurity and intelligence roles, and the ethical and practical challenges of their integration. Addressing privacy concerns, misinformation, and the need for ethical guidelines are essential for leveraging Gen Z’s skills while maintaining operational integrity. This research underscores the importance of aligning Gen Z’s capabilities with national security needs and provides recommendations for overcoming integration challenges.

 

Keywords: cybersecurity, digital competencies, Generation Z, intelligence roles, national security

References

Anderson, M., & Jiang, J. (2018). Teens, Social Media & Technology 2018. Pew Research Center. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/

Basch, C. H., Hillyer, G. C., & Jaime, C. (2022). COVID-19 on TikTok: harnessing an emerging social media platform to convey important public health messages. International Journal of Adolescent Medicine and Health, 34(5), 367–369.

Board, D. I. (2019). AI principles: recommendations on the ethical use of artificial intelligence by the department of defense: supporting document. United States Department of Defense.

Bower, J. D. (2020). Generational Learning in the Marine Corps: The Importance of Information Age Thinking.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Brennen, B. S. (2021). Qualitative research methods for media studies. routledge.

Burrell, D. N. (2023). Real-World solutions for diversity, strategic change, and organizational development: perspectives in healthcare, education, business, and technology: Perspectives in Healthcare, Education, Business, and Technology. IGI Global.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Defense Advanced Research Projects Agency (DARPA). (2023). Autonomous Systems in Modern Defense. DARPA Research Papers.

Deloitte. (2020). Understanding Generation Z in the workplace. Deloitte Insights. https://www2.deloitte.com/global/en/insights/focus/technology-and-the-future-of-work/understanding-generation-z-in-the-workplace.html

DHS. (2021). Cybersecurity and Infrastructure Security Agency: National Initiative for Cybersecurity Careers and Studies. U.S. Department of Homeland Security. https://www.cisa.gov/national-initiative-cybersecurity-careers-and-studies

European Commission. (2018). General Data Protection Regulation (GDPR). European Commission. https://ec.europa.eu/info/law/law-topic/data-protection/eu-data-protection-rules_en

Floridi, L., & Taddeo, M. (2016). What is data ethics? In Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences (Vol. 374, Issue 2083, p. 20160360). The Royal Society.

Georgescu, R. I., & Bodislav, D. A. (2024). The generational divide–A debate on technology and the decision-making process. Theoretical and Applied Economics, 31(2 (639), Summer), 45–66.

Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. sage.

Hatzivasilis, G., Ioannidis, S., Smyrlis, M., Spanoudakis, G., Frati, F., Goeke, L., Hildebrandt, T., Tsakirakis, G., Oikonomou, F., & Leftheriotis, G. (2020). Modern aspects of cyber-security training and continuous adaptation of programmes to trainees. Applied Sciences, 10(16), 5702.

Heaton, J. (2008). Secondary analysis of qualitative data. The SAGE Handbook of Social Research Methods, 506–519.

Hersman, R. (2020). Wormhole Escalation in the New Nuclear Age (Summer 2020).

Holton, T., & Fraser, B. (2015). Generation Z and technology. Defence Research and Development Canada, 11(3), 185–186.

Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.

ICCS. (2022). Proceedings of the International Conference on Cybersecurity. International Conference on Cybersecurity.

Ireton, C., & Posetti, J. (2018). Journalism, fake news & disinformation: handbook for journalism education and training. Unesco Publishing.

Katz, R., Ogilvie, S., Shaw, J., & Woodhead, L. (2022). Gen Z, explained: The art of living in a digital age. University of Chicago Press.

Khadka, B. (2019). Data analysis theory and practice: Case: Python and Excel Tools.

Lipschultz, J. H. (2020). Social media communication: Concepts, practices, data, law and ethics. Routledge.

Maloni, M., Hiatt, M. S., & Campbell, S. (2019). Understanding the work values of Gen Z business students. The International Journal of Management Education, 17(3), 100320.

National Science Foundation. (2022). CyberCorps Scholarship for Service Program. National Science Foundation.

NIST. (2021). National Initiative for Cybersecurity Education (NICE). National Institute of Standards and Technology. https://www.nist.gov/itl/applied-cybersecurity/nice

Omand, D., Bartlett, J., & Miller, C. (2019). Introducing social media intelligence (SOCMINT). In Secret Intelligence (pp. 77–94). Routledge.

Ozkaya, E. (2019). Cybersecurity: the beginner’s guide: a comprehensive guide to getting started in cybersecurity. Packt Publishing Ltd.

Pew Research Center. (2019). Smartphone Ownership Is Growing Rapidly Around the World, but Not Always Equally. Pew Research Center. https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/

Pritts, M. (2022). Hey Girl, Feel my Thesis. Know what It’s made of? Research Material. Liberty University.

Sarjito, A. (2024). Optimizing Defense Management: Navigating the Impact of Conflict. Manajemen Pertahanan: Jurnal Pemikiran Dan Penelitian Manajemen Pertahanan, 10(1), 97–119.

Sciences, N. A. of, Behavioral, D. of, Sciences, S., Behavioral, B. on, Sciences, S., Social, C. on a D. S. of, & Security, B. S. for A. to N. (2019). A decadal survey of the social and behavioral sciences: A research agenda for advancing intelligence analysis.

Scott-Tarman, J. (2023). Changing the Guard: Preparing the Intelligence and National Security Community for the Generation Z Officer. Archway Publishing.

Sherif, V. (2018). Evaluating preexisting qualitative research data for secondary analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 19(2).

Silverman, D. (2016). Introducing qualitative research. Qualitative Research, 3(3), 14–25.

Slavtcheva-Petkova, V. (2023). Young People, Media and Politics in the Digital Age. Taylor & Francis.

Takács, J. M., & Pogátsnik, M. (2024). The Presence of Cybersecurity Competencies in the Engineering Education of Generation Z. Acta Polytechnica Hungarica, 21(6).

Tirocchi, S., Scocco, M., & Crespi, I. (2022). Generation Z and cyberviolence: between digital platforms use and risk awareness. International Review of Sociology, 32(3), 443–462.

Trenerry, B., Chng, S., Wang, Y., Suhaila, Z. S., Lim, S. S., Lu, H. Y., & Oh, P. H. (2021). Preparing workplaces for digital transformation: An integrative review and framework of multi-level factors. Frontiers in Psychology, 12, 620766.

Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Simon and Schuster.

Van Puyvelde, D., Coulthart, S., & Hossain, M. S. (2017). Beyond the buzzword: big data and national security decision-making. International Affairs, 93(6), 1397–1416.

Vogel, R. (2016). Closing the cybersecurity skills gap. Salus Journal, 4(2), 32–46.

Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe Report. https://edoc.coe.int/en/media/7495-information-disorder-toward-an-interdisciplinary-framework-for-research-and-policy-making.html

Wilson, T., Brown, J., & Clark, H. (2022). Social Media Savvy: Harnessing Gen Z for Intelligence Gathering. International Journal of Intelligence and Counterintelligence, 35(2), 145–160.

Yazdi, M. V. (2021). The digital revolution and the demise of democracy. Tul. J. Tech. & Intell. Prop., 23, 61.

Downloads

Published

2024-06-30

Issue

Section

Articles