Abstract
This study examined the role of Home Economics education in curbing cybercrime activities among youths in Delta State, Nigeria. The study adopted a descriptive survey research design and involved 387 respondents comprising teachers, students, and youth trainees. Data were collected using a validated and reliable questionnaire (r=0.84) and analyzed using descriptive and inferential statistics, including Mean, Standard Deviation, Chi-square, and ANOVA. The findings revealed that Home Economics education significantly equips Nigerian youths with entrepreneurship and life skills (Grand Mean = 3.42) and promotes value reorientation and ethical behavior (Grand Mean = 3.41) that discourage involvement in cybercrime. Major challenges identified include poor funding, inadequate instructional materials, shortage of trained teachers, and students' poor attitude toward vocational subjects (Grand Mean = 3.51). The Chi-square and ANOVA results showed significant relationships between Home Economics education, resource availability, and reduction in youth cybercrime, as well as significant differences in opinions among teachers, students, and youth trainees. The study concluded that Home Economics education, when adequately supported, can serve as a vital instrument for youth empowerment and cybercrime prevention through entrepreneurship, digital literacy, and moral instruction. [cite_start]It was recommended that government and educational stakeholders provide adequate funding, improve teacher training, and integrate ICT into Home Economics curricula to maximize its preventive potential against cybercrime. [cite: 1, 10, 11, 12, 13, 14]
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