Biblio
Cyber ranges are proven to be effective towards the direction of cyber security training. Nevertheless, the existing literature in the area of cyber ranges does not cover, to our best knowledge, the field of 5G security training. 5G networks, though, reprise a significant field for modern cyber security, introducing a novel threat landscape. In parallel, the demand for skilled cyber security specialists is high and still rising. Therefore, it is of utmost importance to provide all means to experts aiming to increase their preparedness level in the case of an unwanted event. The EU funded SPIDER project proposes an innovative Cyber Range as a Service (CRaaS) platform for 5G cyber security testing and training. This paper aims to present the evaluation framework, followed by SPIDER, for the extraction of the user requirements. To validate the defined user requirements, SPIDER leveraged of questionnaires which included both closed and open format questions and were circulated among the personnel of telecommunication providers, vendors, security service providers, managers, engineers, cyber security personnel and researchers. Here, we demonstrate a selected set of the most critical questions and responses received. From the conducted analysis we reach to some important conclusions regarding 5G testing and training capabilities that should be offered by a cyber range, in addition to the analysis of the different perceptions between cyber security and 5G experts.
The purpose of this paper is threefold. First, it makes the case for incorporating cybersecurity principles into undergraduate Engineering Technology Education and for incorporating Industrial Control Systems (ICS) principles into undergraduate Information Technology (IT)/Cybersecurity Education. Specifically, the paper highlights the knowledge/skill gap between engineers and IT/Cybersecurity professionals with respect to the cybersecurity of the ICS. Secondly, it identifies several areas where traditional IT systems and ICS intercept. This interception not only implies that ICS are susceptible to the same cyber threats as traditional IT/IS but also to threats that are unique to ICS. Subsequently, the paper identifies several areas where cybersecurity principles can be applied to ICS. By incorporating cybersecurity principles into Engineering Technology Education, the paper hopes to provide IT/Cybersecurity and Engineering Students with (a) the theoretical knowledge of the cybersecurity issues associated with administering and operating ICS and (b) the applied technical skills necessary to manage and mitigate the cyber risks against these systems. Overall, the paper holds the promise of contributing to the ongoing effort aimed at bridging the knowledge/skill gap with respect to securing ICS against cyber threats and attacks.