Architecture and Principles of Developing a Curriculum for the Academic Subject "Cybersecurity"

Abstract

The article describes the basic principles of the development and architecture of educational and methodological material in the form of a guide for the development of educational programs for training highly qualified professional personnel in cybersecurity (information security). Such guidance in foreign sources is called a curriculum. As in any curriculum, the main content of this manual is the definition of the cybersecurity body of knowledge (CBK) in the form of a multi-level hierarchical structure of didactic units that determine the content of training. In addition, the manual includes the definition of the minimum required amount of knowledge (core of the CBK) for educational programs in cybersecurity, a description of the set of expected characteristics of graduates and learning outcomes, recommendations for practice-oriented training of students, a system of didactic parameters that determine the recommended hourly workload when studying individual elements of the CBK and the level of knowledge transfer in the development of the required skills and other materials. This guide is developed on the basis of the Cybersecurity Skills Model described in the authors' previous article "The Cybersecurity Skills Model 2020". It can serve as a methodological basis for the development of educational programs on cybersecurity at all levels: bachelor's, specialist's, master's. The guide can also be used in the development of continuing education programs, individual curricula and professional self-study programs related to cybersecurity.

Keywords

• cybersecurity
• information security
• digital skills
• competencies
• cybersecurity taxonomy
• cybersecurity architectural model
• body of knowledge
• bok
• curricula
• learning outcomes