This research explores the relationship between digital nativity and internet addiction among university students at the Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. The Digital Native Assessment Scale (DNAS) and Internet Addiction Test (IAT) were administered to 411 undergraduate students from various academic disciplines, with 49.15% (n=202) males and 50.85% (n=209) females. College of Arts and Built Environment (21.90%, n=90), College of Engineering (15.33%, n=63), College of Science (14.35%, n=59), College of Humanities and Social Sciences (22.63%, n=93), College of Health Sciences (15.82%, n=65), and College of Agriculture and Natural Resources (9.98%, n=41). Results demonstrated moderate to high levels of digital nativity based on their DNAS scores, with significant positive correlations between DNAS and IAT (r = 0.569, p < 0.001). Suggesting that students with higher scores in digital nativity may be at risk of developing addictive internet behaviours. Interestingly, academic level and college affiliation emerged as factors influencing internet addiction, with students at a higher level and those in the College of Science showing intensified vulnerabilities.

As higher education becomes increasingly organised through multi-platform digital learning ecosystems, students’ cybersecurity practices have become part of everyday academic participation. However, cybersecurity education often treats students as a uniform risk group and assumes that greater awareness leads to safer behaviour. This study challenges that assumption by identifying distinct cybersecurity risk profiles among undergraduate students. Survey data were collected from 372 undergraduate students at a public university in Ghana and analysed using latent profile analysis, chi-square tests and binary logistic regression. Four profiles emerged: low-exposure low-risk, digitally engaged protected, aware-but-vulnerable, and moderate baseline. The aware-but-vulnerable profile was the most theoretically important group, combining above-average social media use, high cybersecurity awareness and high cybersecurity vulnerability. Profile membership differed significantly by academic level and college, but not by gender or age. Second-year and third-year students were significantly more likely than first-year students to belong to the aware-but-vulnerable profile. The findings show that cybersecurity vulnerability in digital learning environments is not simply a lack of awareness, but a situated behavioural pattern shaped by academic progression, platform dependence, peer-mediated communication and routine digital practice. The study contributes to educational technology research by showing why cybersecurity education should move beyond general awareness campaigns towards targeted, practice-based support embedded in students’ everyday digital learning ecosystems.