Developing the required cybersecurity competencies across computing-related programmes can be challenging in multiple dimensions. The demand for cybersecurity specialists is significant and well appreciated in the UK and globally, but such demand is not limited to these specialists, to ensure all software, systems and services are designed, developed and built securely, and indeed continue to remain secure. This chapter explores the challenges presented in embedding cybersecurity education within computing-related higher education programmes in the UK, and especially how professional body accreditation is increasingly shaping this demand. In particular, a collection of UK-based case studies on how these challenges have been successfully identified and addressed is reported herein, reflecting the diversity and inclusivity of higher education provision across the UK. From this, recommendations are formulated across the research-policy-practice continuum related to innovative and effective learning, teaching and assessment, as well as areas for future research and development.
|Title of host publication||Cybersecurity Teaching in Higher Education|
|Place of Publication||Cham, Switzerland|
|Publication status||Accepted/In press - 22 Jun 2022|