Global perspectives on cybersecurity education

Parrish, Allen; Impagliazzo, John; Raj, Rajendra K.; Santos, Henrique; Asghar, Muhammad Rizwan; Jøsang, Audun; Pereira, Teresa; Sá, Vítor J.; Stavrou, Eliana

doi:10.1145/3197091.3205840

Cited by 4 publications

(2 citation statements)

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“…An international perspective is harder still, as different nations use different criteria to define local needs [9]. As a result, new programmes entering this space are free to conceptualise, design, package and market their initiatives, as there is no globally accepted reference model for cybersecurity to allow employers or students to understand the extent or ambition of a given cybersecurity program [10,11].…”

Section: Introductionmentioning

confidence: 99%

“…An ACM working group [11], established in 2018 as part of the Innovation and Technology in Computer Science Education (ITiCSE) conference series, has been capturing global perspectives on cybersecurity education, but as of July 2019 has yet to report its full findings. An aim of the ITiCSE working group is to develop a taxonomy for approaches to cybersecurity education, resulting in improved standards and goals for many different types of cybersecurity programmes; a further aim is to "catalog existing [.…”

Section: Introductionmentioning

confidence: 99%

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A UK Case Study on Cybersecurity Education and Accreditation

Crick

Davenport

Irons

et al. 2019

2019 IEEE Frontiers in Education Conference (FIE)

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This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are prioritised, implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and politics (as well as various other important facets). A multitude of model curricula and recommendations have been presented and discussed in international fora in recent years, with varying levels of impact on education, policy and practice. This paper address three key questions: i) what is taught and what should be taught for cybersecurity to general computer science students; ii) should cybersecurity be taught stand-alone or in an integrated manner to general computer science students; and iii) can accreditation by national professional, statutory and regulatory bodies enhance the provision of cybersecurity within a body's jurisdiction?Evaluating how cybersecurity is taught in all aspects of computer science is clearly a task of considerable size, one that is beyond the scope of this paper. Instead a case study-based research approach -primarily focusing on the UK -has been adopted to evaluate the evidence of the teaching of cybersecurity within general computer science to university-level students. Thus, in the context of widespread international computer science/engineering curriculum reform, what does this need to embed cybersecurity knowledge and skills mean more generally for institutions and educators, and how can we teach this subject more effectively? Through this UK case study, and by contrasting with related initiatives in the US, we demonstrate the positive effect that national accreditation requirements can have, and offer some recommendations both for future research and curriculum developments.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%