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What Are Cybersecurity Education Papers About?

Profile image of Valdemar ŠvábenskýValdemar Švábenský

2020, Proceedings of the 51st ACM Technical Symposium on Computer Science Education

https://doi.org/10.1145/3328778.3366816
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Abstract

Cybersecurity is now more important than ever, and so is education in this field. However, the cybersecurity domain encompasses an extensive set of concepts, which can be taught in different ways and contexts. To understand the state of the art of cybersecurity education and related research, we examine papers from the ACM SIGCSE and ACM ITiCSE conferences. From 2010 to 2019, a total of 1,748 papers were published at these conferences, and 71 of them focus on cybersecurity education. The papers discuss courses, tools, exercises, and teaching approaches. For each paper, we map the covered topics, teaching context, evaluation methods, impact, and the community of authors. We discovered that the technical topic areas are evenly covered (the most prominent being secure programming, network security, and offensive security), and human aspects, such as privacy and social engineering, are present as well. The interventions described in SIGCSE and ITiCSE papers predominantly focus on tertiary education in the USA. The subsequent evaluation mostly consists of collecting students' subjective perceptions via questionnaires. However, less than a third of the papers provide supplementary materials for other educators, and none of the authors published their dataset. Our results provide orientation in the area, a synthesis of trends, and implications for further research. Therefore, they are relevant for instructors, researchers, and anyone new in the field of cybersecurity education. The information we collected and synthesized from individual papers are organized in a publicly available dataset.

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Cybersecurity is now more important than ever, and so is education in this field. However, the cybersecurity domain encompasses an extensive set of concepts, which can be taught in different ways and contexts. To understand the state of the art of cybersecurity education and related research, we examine papers from the ACM SIGCSE and ACM ITiCSE conferences. From 2010 to 2019, a total of 1,748 papers were published at these conferences, and 71 of them focus on cybersecurity education. The papers discuss courses, tools, exercises, and teaching approaches. For each paper, we map the covered topics, teaching context, evaluation methods, impact, and the community of authors. We discovered that the technical topic areas are evenly covered (the most prominent being secure programming, network security, and offensive security), and human aspects, such as privacy and social engineering, are present as well. The interventions described in SIGCSE and ITiCSE papers predominantly focus on tertiary education in the USA. The subsequent evaluation mostly consists of collecting students' subjective perceptions via questionnaires. However, less than a third of the papers provide supplementary materials for other educators, and none of the authors published their dataset. Our results provide orientation in the area, a synthesis of trends, and implications for further research. Therefore, they are relevant for instructors, researchers, and anyone new in the field of cybersecurity education. The information we collected and synthesized from individual papers are organized in a publicly available dataset.

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Cybersecurity: new trainings for new threats Pierre Parrend, session 'Education and expertise on cybersecurity' A portfolio for cybersecurity training
Pierre Parrend

Cybersecurity training becomes year after year more critical: as digitalization spreads in all spheres of civic, professional and social life, threats are both more insistent-as in so-called 'president extortions'-and more diffuse-as in ransomware. It is therefore urgent to focus training efforts on a general audience, on the one hand, and various trades, on the other hand, on actual risks bound with cybersecurity. We will present several examples of cybersecurity training covering this news stakes, as well as associated pedagogies: MOOCs, cyber-training platforms, lab session for administration of cybersecurity in industrial contexts, audit projects. The evolution of threats Cybersecurity training becomes year after year more critical: as digitalization spreads in all spheres of civic, professional and social life, threats are both more insistent-as in so-called 'president extortions'-and more diffuse-as in ransomware. The four categories of threats organisations currently face are the named financial extortion, site destruction, web site abuses and, officially since the BSI annual report for 2015 [BSI2015], physical site destruction. Site destruction has come to the centre of awareness since 9/11 on the one hand, and Katrina Hurricane, on the other. These two dramatic events initiated an area of massive Business recovery and continuity planning. Massive web site abuses have come to light after the low technology but quantitatively impressive attacks following terrorist attacks of January 2015 known as OpFrance: more than 20000 web sites have been reportedly been corrupted. Destruction of physical sites is a reality for civilian infrastructures since the burning of a foundry in Germany, even though it was already reported in diplomatic or military conflicts beforehand , as the Stuxnet case leading to destruction of centrifuge machines in Iran in 2010, or the explosion of a pipeline in Turkey in 2009. For all these reasons, the traditional approach to Cybersecurity teaching focusing on cryptography and network security urgently needs to be complemented by a new portfolio of cybersecurity trainings: cryptographic tools are nowadays available to the broad public and more than 70% of vulnerabilities are discovered at the application level. Training efforts now need to be strengthened on actual risks bound with cybersecurity. IT professionals must be trained to master the security issues of the tools they are implementing and deploying: software projects, liabilities and best practices in the health, bank, industry domains, as well as operational execution of security audits supporting day after day an improvement of cyber health of organisations and enterprises. Cybersecurity trainings should from now on encompass the full stack of security requirements of our organisations: sensibilization, web applications security, IoT security, risk analysis with a specific focus on connected physical infrastructures, and training for security audits. Sensibilization programs need to be target both at a broad audience, but also at top management and accounting teams who are regular targets for social engineering attacks [Puhakainen2010]. Programs are to be very specific to their target audience: Actual and perceived threats as well as efficient reactions may differ from continent to continents. Ransomware, president attacks, web exploit are relevant to all countries, but their prevalence, available government support for reaction and disclosure policies accepted by clients and partners are very heterogeneous from one location to

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Related topics

  • Computer Science
  • Offensive Realism

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