Challenges and Opportunities of Teaching Cybersecurity in Mainstream Computing Programmes in the U.K.

Tom Prickett*, Longzhi Yang*, Alastair Irons, Keith Miller, Phil Brooke, Alan Hayes, James H Davenport, Tom Crick, Rosanne English, Joseph Maguire, Kamel Bechkoum, Andrew Jones

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationCybersecurity Teaching in Higher Education
Place of PublicationCham, Switzerland
PublisherSpringer
Publication statusAccepted/In press - 22 Jun 2022

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