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The purpose of this paper is to propose a dynamic capabilities framework in cybersecurity (DCCI) and explore its potential to explain organizations’ cybersecurity intelligence (CI). This study aims to develop and empirically test the DCCI framework, which encompasses key dimensions for enhancing CI across various business sectors.

The DCCI framework was designed through an extensive literature review and tested using data from 207 cybersecurity experts across diverse regions. Hierarchical regression analysis was used to examine the contribution of the DCCI framework’s components to CI.

Results indicate a positive association between the “doing” and “improving” dimensions of the DCCI framework and the development of CI. However, the “enabling” and “managing” dimensions did not exhibit a significant contribution to CI. These findings suggest that CI is a multifaceted concept shaped by certain dynamic capabilities within cybersecurity practices.

The DCCI framework introduces a structured approach to developing and enhancing CI, with practical applications for businesses and broader societal contexts aiming to improve cybersecurity strategies and resilience.

This study provides a novel framework for DCCI, offering valuable insights into how specific dynamic capabilities support CI. By addressing gaps in cybersecurity models, the framework adds practical and theoretical dimensions to understanding CI and the evolving needs of cybersecurity.

This study aims to analyze the psychological benefits of digital and paper-based cognitive training in users with a lack of technological knowledge and a low level of education.

In total, 60 individuals (Mage = 78.38; SDage = 9.15) attending a day center were recruited to complete a cognitive training program, 30 of them in digital format. They were all assessed on cognitive skills, technological knowledge and depressive symptomatology before and after the training. Regardless of age, education and technological knowledge, all participants completed the respective cognitive training program.

The results of this study indicate that it is feasible to use both digital and paper-based tasks in cognitive training for individuals aged over 60, with low levels of education and digital literacy. Although different, in both cases it will be possible to obtain cognitive benefits.

Cognitive training with digital or paper-based material can facilitate visual mnesic processing. Both visual and verbal skills can be trained through other non-digital materials.

This study contributes to understanding the benefits of both types of materials used in working with older people.