Cyber-physical contingency and vulnerability assessment using double power flow method

Digital automation of any Cyber Physical Power System (CPPS) would involve the information network working in close coordination with the physical infrastructure, for carrying out its operation. As CPPS is evolving towards becoming fully automated, ensuring its security against cyber-attacks is paramount. Measurements received from the remote measurement devices and sensors, drive all the operations and control in a CPPS, emphasising the importance of maintaining the integrity of the measurements received at the control centre. Thus, for having an advanced cyber-secure infrastructure, a game-theoretic approach is proposed to identify the critical measurements by finding out the Shapley values of each measurement in the dataset across the large amount of data samples. Findings of this study would enable more efficient and economical security arrangements for the information channels, responsible for collecting the identified critical measurements data in the resource constrained utilities. The vulnerability of the system is assessed and quantified by evaluating the impact on the estimated states resulting from two differently strategised false data injection attacks (FDIA) on the identified critical measurements. Through extensive experimental studies on IEEE-14 and 33-bus systems, it is demonstrated that the proposed method is more efficient in identifying highly critical measurements compared to the existing approaches in the literature, using both graphical presentation and quantitative metric.

Optimization and control of cyber–physical power systems under dual-network interactive cascading failure

Precision timing and communication networking experiments in a real-time power grid hardware-in-the-loop laboratory

With the deployment of sensor and communication network, the conventional power system is transformed into a multi-dimensional heterogeneous complex system, which is known as Cyber-Physical Power System (CPPS). On the one hand, CPPS has developed new abilities of real-time sensing, dynamic control and information services; on the other hand, massive information interaction in CPPS has posed more potential threats of cyber-attacks. Recently, the severe blackouts caused by cyber-attacks have set the alarm for cyber security in power system worldwide. However, research on CPPS attacks is deficient nationwide, and there is a lack of comprehensive understanding in concepts, manners and scenarios of CPPS attacks. The purpose of the paper is to give an overall view of cyber-attacks in CPPS from the perspectives of definition, classifications, typical scenarios, and prospects, and provides some new thoughts for researchers in related fields.

From the perspective of propagation dynamics in complex networks, failure propagation in cyber-physical power systems is analogous to the spread of diseases; subsequently, the cyber nodes and power nodes are regarded as individuals in each of their groups. In this study, a two-layer interdependent network model of the cyber-physical power system is proposed, where each subnetwork adopts the Susceptible-Infected-Susceptible (SIS) epidemic-spreading model. On this basis, we construct a failure cooperation propagation model of cyber-physical power systems. Furthermore, we introduce the node protection mechanism to ensure the normal operation of key nodes. The generated scale-free cyber network and IEEE118-bus power system are used for simulation to analyze the influence of the coupling effect between them on the final failure scale.

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This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.

This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy.

Communication routing of cyber‐physical power systems (CPPS) with the high penetration of renewable energy sources (RES) plays an important role in the resilience enhancement against disasters, natural and man‐made alike. Therefore, a trilevel optimization model is proposed for the CPPS resilience enhancement with the RES against extreme events. The upper‐level model identifies optimal hardening lines of both the transmission and communication networks with consideration of the communication routing constraints. The middle‐level model identifies the attacked lines to maximize load shedding of the power system. The effects of RES uncertainty and communication routings on resilience enhancement are analysed. The lower‐level model attains an optimal allocation strategy of power generation to minimize load shedding. The model is solved by the column‐and‐constraint generation algorithm. Case studies are conducted on the IEEE 14‐bus, RTS 24‐bus, and 118‐bus system. The results show that the proposed hardening strategy can effectively ensure the adaptiveness of the transmission network and communication routing to improve the resilience of CPPS to extreme events. Moreover, it is observed that the load loss and total investment cost are heavily affected without and with RES.

Advanced cyber-physical power systems (CPPS) has been put forward by the strong integration of energy networks and communication networks. While CPPS brings a promising solution with high efficiency, strong flexibility, great scalability, and improved reliability, it inevitably poses some security challenges. In order to address these challenges, it is essential to accurately describe the attack behavior and system security situation. In this article, a dynamic risk propagation evaluation approach is proposed for accurately predicting attacks and quantitatively analyzing system risk. It is equipped with a partitioned cellular automata model to deal with spatial heterogeneity in the partitioned system. The intentions of targeted attack are also considered for predicting attacks. Then, the cyber-to-physical risk is quantitatively identified from multiple dimensions. Finally, the verification of attack intention is designed to dynamically update and adjust the predicted result. The presented approach is demonstrated through a case study on a CPPS.

This study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

In the context of the Philippine educational system, the integration of Information and Communication Technology (ICT) in various subjects is a growing trend that has the potential to enhance both teaching and learning processes. This study assessed the influence of the teachers’ attitudes and perceptions toward the integration of Information and Communication Technology tools in the selected upland elementary schools of Tabogon District, Tabogon, Cebu, for the school year 2024–2025 as the basis for a targeted intervention plan. The research design utilized a descriptive correlational research design. The weighted mean and the Pearson product-moment correlation r were also employed. The study revealed that there was no significant relationship between most of the respondents’ profile variables such as age, gender, highest educational attainment, number of years in teaching, learners’ general academic performance, and availability of ICT tools and their perceptions in all three aspects (challenges, benefits, and ethical considerations). In addition, it also concluded that variables such as age, gender, highest educational attainment, number of years in teaching, participation in ICT tools, learners’ general academic performance, and the availability of ICT tools do not significantly influence respondents’ attitudes in these three areas. Therefore, the researcher highly recommends applying the output of this study entitled “Intervention Plan on Enriching Attitudes and Perceptions Toward the Integration of Information and Communication Technology Tools and Academic Performance in EPP”.

Aims: This study is to investigate the integration of information and communication technology (ICT) with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran from the perspective of students and related professors to optimize the mentioned curriculum. Methods: This is an evaluation study, and the researcher has utilized “field research.” The studied population includes: 921 undergraduate students in Educational Sciences and Professors of Educational Sciences, including 92 people who are teaching in different majors of Educational sciences accordingly, among 921 people a sample of 120 students and among 92 educational sciences experts 45 subjects were selected and random cluster sampling method was used. To determine the sample size in this study Morgan's table was used. Data collection tools included a researcher made questionnaire which consists of 50 questions of five-point Likert scale. Before the final implementation of the questionnaire, to ensure the applicability of the questionnaire “pilot implementation” was done. Face and content validity of the questionnaire were confirmed with the opinion of the professors and experts in this field and its reliability was calculated 96.5%, using Cronbach's alpha. In the area of inferential statistics, Chi-square test was used to study and analyze the data. Results: Show the same distribution of opinions of students and professors to use and integrate ICT to explain 4 elements of the curriculum. Conclusion: At the end a model of the integration of (ICT) to optimize the elements of the curriculum at Undergraduate Program Curriculum in Educational Sciences of Farhangian University in proposed which considers different levels of integration in the curriculum, including within field, interdisciplinary, integrated, and interdependent. The results of this research are a strategy for the development and integration of ICT curriculum elements with Farhangian university curriculum and national curriculum document.

This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

The integration of Information and Communication Technology (ICT) has become a key factor in driving this change. This research aims to elucidate educational management strategies to maximize the effectiveness of integrating information and communication technology in the teaching and learning process. The research method used in this study is a literature review with a qualitative approach. Data sources are derived from Google Scholar for the period 2004-2024. This research utilizes Google Scholar as the primary source to obtain relevant, credible, original, and publicly available articles for systematic analysis. The study results indicate that in the era of Information and Communication Technology (ICT) development, the integration of ICT in education is crucial to enhance learning effectiveness. To achieve this, focused and comprehensive educational management strategies are highly important. These strategies should be based on a strong understanding of the role of ICT in learning, integration of ICT into the curriculum, training and support for educators and students, development of technological infrastructure, development of supportive policies, inclusive and sustainable approaches in ICT strategy development, as well as collaboration among educational institutions, government, industry, and the community