We are teaching cybersecurity the wrong way!:
Cybersecurity is no longer just a specialized field but a fundamental life skill. Everyone, not just those pursuing a career in cybersecurity, needs basic cyber safety knowledge to navigate today’s digital world.
English is naturally integrated into every subject — whether it’s math, science, history, or art. It is a foundational skill necessary for understanding and communicating ideas across disciplines. While English exists as its own subject, the knowledge gained from other courses reinforces its application in real-world contexts, such as solving word problems in math. Students actively use their English skills in a math setting, making what they’ve learned both practical and meaningful.
The same principle applies to cybersecurity. By embedding cybersecurity concepts across all subjects, students can see its relevance and apply it in diverse situations, solidifying their understanding and demonstrating its usefulness in everyday life.
Rather than treating cybersecurity as a standalone course, its principles should be integrated into all subjects, ensuring every student gains essential skills for online safety. For those aiming for a career in cybersecurity, specialized courses leading to professional certifications can still provide the depth they need. This approach ensures that even students not pursuing cybersecurity professionally will acquire the necessary skills, as these concepts will be woven into their overall educational experience.
Some examples of this course integration For cybersecurity in the social sciences, we incorporate ethical, legal, and societal implications for cybersecurity, such as the evolution of cyber warfare. Cryptographic principles are already embedded in math and science. We can teach them about digital rights in art class. If we can all agree on what cybersecurity topics should be taught in these classes, then it will be easier to standardize what is being taught in high school, and that is good for colleges to restructure their curriculum based on those earlier agreements.
This is a familiar idea. History departments across its public universities collaborated in Utah to enhance teaching and learning. A statewide network was developed that facilitated discussions on shared educational goals, curriculum design, and broader issues affecting Utah’s history programs. This collaboration created a cohesive educational experience for students.
Being in the trenches of education like other teachers who work in school districts with social and economic challenges, we must build the correct educational path to help students live and work comfortably in the future. Utah accomplished its goals by creating an interdisciplinary curriculum design. They incorporated humanities, social science, science, mathematics, art, and media studies into their history programs.
Utah developed adaptable modules that were quickly integrated into existing courses. They did not have to reinvent the wheel. The same can be done in Colorado (or any State). Teachers can attend professional development courses that will help them understand cybersecurity concepts that are relevant to their individual disciplines.
Educators need to develop a unified curriculum to provide students with a seamless and consistent learning experience. The secret sauce is developing a collaborative network among faculty members, which will promote the sharing of resources, teaching strategies, and best practices. This initiative can address issues such as skill shortages for cybersecurity jobs, declining enrollments, and the changing job market. The goal is to align cybersecurity with a much broader view of the rest of the courses. This supports student-centered learning by encouraging them to think critically, make connections, and apply cybersecurity to real-world problems.
We should build a community between K-12 teachers and our State colleges to get this started. All departments will have a role in this collaboration. This group includes teachers, administrators, and curriculum designers. After K-12 teachers and colleges collaborate, we can look to government agencies such as the State Department of Education, national cybersecurity agencies, and local governments. These organizations can provide guidance, funding, tools, and community support. Professional industry organizations include educational tech companies, cyber associations, and other companies, big and small.
For this article, I only wanted to speak about curricular connections. But this idea would only be complete (or valuable) with considering workforce development programs. This has to be a key part of any program that prepares students for the future. However, to avoid getting ahead of ourselves, the initial collaborations must start at the root level. Only then will we be able to build strong enough roots to grow a program in soil that is not very fertile.
Meanwhile, I have written several curriculums that embed cybersecurity in every high school course. If you are an educator and would like a copy of any curriculums I made, contact me, and I will send you a copy for any course. This is free and with no obligations. This is my way of pointing out problems and doing something about it, no matter how small.
