The impact of changing technology on international cybersecurity curricula
Place of Publication
School of Education
Cyber Security degree programs vary in scope; from those that are constructed around traditional computer science degrees with some additional security content, to those that are strongly focused on the need to develop a dedicated cyber security professional. The latter programs typically include a grounding in computer science concepts such as programming, operating systems and networks to specialised security content covering such disparate areas as digital forensics, information assurance, penetration testing and cryptography. The cyber security discipline as a whole faces new challenges as technology continues to evolve, and therefore significant changes are being faced by educators trying to incorporate the latest technological concepts into courses. This presents cybersecurity educators with a number of related challenges to ensure that changes to degree programs reflect not only the educational needs of students, but of the needs of industry and government. The evolving use of technology therefore presents both opportunities and problems, in how these changes are demonstrated in the curriculum. This paper highlights the accreditation, standards and guidelines (from three of the countries where the authors of this paper have sought accreditation) that shape the way educators are encouraged to develop and structure degree courses and considers these in lieu of factors relating to incorporating new technology in cybersecurity curriculum, particularly in the presentation of technical exercises to students.