Fuzzy model for assessing digital security literacy across population groups with different social profiles

The article proposes a fuzzy model for assessing the level of digital security literacy of the population, considering socio-demographic characteristics. The relevance of the study is determined by the growth of cyber threats, digital risks, and the role of the human factor in ensuring the stability of the digital environment, which requires a transition from fragmentary measurements to comprehensive and interpretable assessment approaches. The scientific novelty of the work lies in combining the convolution method and fuzzy modelling to form integral quantitative and linguistic assessments of digital security literacy across various social profiles of the population. The proposed method makes it possible to formalize heterogeneous demographic and behavioural data, conduct profile-based analysis, and generate targeted analytical conclusions to support management decision-making. The practical significance of the study was confirmed by verifying the proposed method on real empirical data obtained from a questionnaire survey of 315 respondents in the Transcarpathian region. The verification showed that the proposed method provides a normalized quantitative assessment for a selected social profile with an integral value of 0.644, which corresponds to an above-average level of digital security literacy. Compared with simple averaging of the entire sample, the proposed method increases the analytical specificity of the assessment by enabling profile-oriented evaluation and targeted interpretation of results rather than only obtaining a generalized population-level indicator. The results obtained demonstrate the possibility of using the proposed method to assess the level of digital security literacy, segment the population by social profiles, identify vulnerable groups, and justify targeted educational and preventive measures. Prospects for further research are related to expanding the empirical base, automating data collection and processing procedures, integrating new assessment criteria, and analysing the dynamics of digital security literacy over time and across regions.