VI. Recommendations Training design Digital security training thus far has predominantly been conducted according to the expertise of the trainers. Although efforts have been made to incorporate need assessment surveys and consultation meetings before the training sessions, the curriculum and program designs often reflect the viewpoints of the training providers. This is apparent in both the languages used by journalists and digital security trainers. A space for journalists to develop their own needs warrants further attention. As the security needs of journalists are very personalised, they need space as co-designers to fulfil these needs. The reality of journalists is not solely determined by how they manage their digital security needs. For instance, stress management needs to be part of the digital security training curriculum. The focus should not only be on concealing sensitive data to prevent its detection during phone examinations by authorities. Interactivity should be a fundamental component of training design. There is an untapped potential in incorporating simulations and roleplay exercises that mimic emergency scenarios, like military checkpoints or sudden raids, in security training sessions. In such simulations, participants can be equipped with devices containing sample sensitive data to replicate the pressure experienced during inspections and demonstrate real-time measures for mitigating risk. Adopting a workshop approach may prove more effective than traditional top-down training methods, focusing on interactive learning rather than merely raising awareness. Journalists are already well aware of the importance of security. The question is on how to practise it in a highpressure setting and to facilitate broader security protocols in their organisations. 48