Abstract
Effective provision of cybersecurity requires practitioners to work collaboratively to solve practical real-world problems. However, the extent to which these skills are supported by current higher education programmes is potentially limited. This paper presents an investigation into the needs of related learners and the educators who support them, examining the provisions within current cybersecurity education at degree level, and the extent to which they go beyond traditional knowledge transmission approaches. The findings illustrate a broad appreciation of the interdisciplinary nature of cybersecurity and recognition of the value of using collaborative learning approaches. At the same time, however, these aspects are not represented strongly enough within the current provision.
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Notes
- 1.
Note that CyBOK’s Applied Cryptography KA is not listed as it had not been released at the time of the study.
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Acknowledgements
The authors would like to thank the ERASMUS+ project COLTRANE (grant number KA2-Projekt 2020–1-AT01-KA203–078070) for supporting the research presented in this paper. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Furnell, S., Langner, G., Tokola, T., Andriessen, J., Quirchmayr, G., Luciano, C. (2022). Collaborative Cybersecurity Learning: Establishing Educator and Learner Expectations and Requirements. In: Drevin, L., Miloslavskaya, N., Leung, W.S., von Solms, S. (eds) Information Security Education - Adapting to the Fourth Industrial Revolution. WISE 2022. IFIP Advances in Information and Communication Technology, vol 650. Springer, Cham. https://doi.org/10.1007/978-3-031-08172-9_4
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DOI: https://doi.org/10.1007/978-3-031-08172-9_4
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