CS-EDU 2022 - International Workshop on Collaborative Cyber Security Education

Traditional forms of cyber security education mainly focus on knowledge transmission,
which means that knowledge is perceived as a tangible object being transferred from
an expert (i.e., the teacher) to a beginner. When practiced well, the learner may acquire
such knowledge, but not the resilience to apply it in various contexts. This is especially
troubling for the cyber security domain, given the dynamic and constantly changing na-
ture of the field and the environments in which it is required. We therefore need forms
of education that aim at understanding the interdisciplinary nature of the field of cyber
security as well as at the development of joint action in context: being able to quickly
analyse and understand evolving and possibly previously unseen situations and take
collaborative action to prevent, detect and recover from incidents.
In our Workshop on Collaborative Cyber Security Education (CS-EDU 2022), we want
to share and further explore the current provision of cybersecurity education, based
upon views collected from academics and students in current programmes. The project
has conducted a series of data collection activities amongst educators and students in
the partner countries. Specifically, a pair of online surveys (one targeting educators, the
other addressing learners) were distributed to relevant participants in partner countries,
followed by a series of related workshops (each with ~6-3 8 participants) to explore and
discuss matters in more detail. The overall focus of these activities has been to estab-
lish:
• interpretations of cybersecurity (e.g. the extent to which it is seen as an interdisci-
plinary topic, drawing upon topic areas beyond computer science
• the existing content and coverage of cybersecurity education (e.g. in terms of knowl-
edge coverage and skills development, with specific reference frameworks provided
by the Cyber Security Body of Knowledge and the CIISec Skills Framework );
• the modes of learning and delivery (e.g. incorporation of activities such as coloration
and problem-based learning, as well as the provision of facilities and practical expe-
riences); and
• the extent of professional alignment (e.g. the extent of industry and professional
body engagement within programme provision)