Security and privacy (S&P) advice plays a crucial role in how people stay safe online. While prior work shows that the plethora of advice from varied sources makes it difficult for users to prioritize advice, the insights are primarily based on studies conducted in Western contexts. Other work shows that users outside the West have different S&P needs and thus, we cannot simply rely on advice curated in the West to generalize to the majority world - regions of Africa, Asia, Latin America, and the Middle East, where most of the world's population lives. We fill this gap by investigating S&P advice across nine majority world countries via 70 semi-structured interviews with local experts: cybercafe operators, tech repair specialists, and other community figures that people commonly rely on for tech support and S&P advice. We find that the advice provided by local experts in the majority world largely matches the advice they provide to their constituents and the advice from the West. However, we surface various significant barriers that hinder majority world users from implementing advice, including economic constraints, language barriers, and social friction from taking protective measures. Our findings further show how factors such as social norms and gender shape advice practices, e.g., by driving gendered advice-seeking. We discuss how S&P advice in the majority world can be improved and reflect on how the S&P community can better engage with local communities in conducting similar research.

This study examines the pedagogical approaches and experiences of community-engaged educators—individuals who teach privacy, online safety, or security to specific communities through community organizations, companies, or local institutions, such as libraries. We draw on interviews with 21 such educators across the United States and find that, unlike some privacy and security advice that may emphasize knowledge retention of common skills and strategies, these educators prioritized teaching for independent decision-making. Our participants conceptualized privacy literacy as a process for taking informed action, and, from their insights, we identified five core competencies of privacy literacy: (1) data fluency, (2) account security, (3) fraud detection, (4) information vetting, and (5) surveillance capitalism. Notably, these competencies integrate privacy, security, and online safety concepts into privacy literacy—reflecting an increasingly integrated threat landscape. Embedded within the communities they serve, these educators shared their deep understanding of their students’ needs, which varied dramatically, and shared ways in which they tailored their programming accordingly. However, educators also shared significant teaching constraints, including limited time, resources, and organizational support. We discuss the implications of our findings for privacy literacy and for supporting community-engaged privacy literacy efforts.