Cybersecurity represents a critical challenge in the protection of educational institutions' digital assets and the sensitive data they hold. Phishing attempts are exploiting user vulnerabilities at an alarming rate, in a context defined by a substantial increase in internet usage and in the personal information shared online. Preliminary findings suggest a varying degree of security literacy, indicating the need for targeted educational interventions. The Technical University of Cluj-Napoca's digital ecosystem encompasses over 20,000 users, including students, faculty, and administrative staff. In November 2023, an attack simulation was conducted through the configuration of various attack scenarios using social engineering techniques via Office 365's educational services. Including elements such as deceptive emails and fraudulent login pages, the initiative aimed to observe phishing behaviours closely. The simulation campaign captured quantitative data on click rates, report rates, and feedback on user confidence and perceived difficulty of the phishing attempts. Furthermore, it engaged participants in reflective practices, enabling the identification of potential improvements in individual and institutional cybersecurity protocols. Training-related data was collected and synthesized from users who exhibited varying rates of compromise. Such a simulation can reveal a broad overview of the ecosystem's vulnerabilities, offering critical insights into the users' level of readiness to counter such threats and fostering a culture of continuous monitoring against cyberattacks. Strategic implications for the structuring of cybersecurity education in higher education institutions are envisioned, along with the development of customized, adaptive learning modules that envision to identified skill gaps and strengthen the overall resilience of the digital infrastructure (Abstract)

Choosing and adopting in universities the appropriate Learning Management System (LMS) product is a difficult process. For many years, universities implemented their own LMSs or chose between Blackboard, Desire2Learn, Instructure Canvas, Moodle, Pearson LearningStudio, Sakai or other educational platforms. Recently, many new LMSs, such as Edmodo, Litmos LMS, TalentLMS, Docebo, are providing new facilities for content management and collaboration between users for a range of different devices (computers and mobile devices). Higher education must face challenges related to funding, global competition, while supporting students who are mobile and diverse. Efficient solutions must be found to solve those challenges. This paper presents a LMS solution implemented at the Technical University of Cluj-Napoca, entitled ICE-Integrated Communication Environment, that combines locally developed components and software with applications from the Office 365 academic licensed suite. The initial implementation of the solution started within the DidaTec structural funds project that was financed between 2010-2014. The paper describes the configuration of the ICE LMS, the applications used for the management of content, collaboration between users (students, teachers), and several student assessment statistics from its usage.

The interest in teaching methods for Electrical Engineering (EE) education has been particularly depicted within Virtual Learning Environments. Applying a quality assessment and comparing the results with adjacent engineering fields may provide meaningful feedback on transferable teaching-learning skills. We adopt the perspective of the usability criteria as a quality assessment dimension that could augment a Technology Acceptance model and we investigate the integration of collaborative and productivity tools to support educational processes in EE VLEs. The case study has been conducted among the EE undergraduate students in the Technical University of Cluj-Napoca, Romania and results have been compared to the adjacent engineering profile of Electronics, Telecommunications and Information Technology, consolidating the applicability of such a model for VLEs.