Biblio

Humans are majorly identified as the weakest link in cybersecurity. Tertiary institution students undergo lot of cybersecurity issues due to their constant Internet exposure, however there is a lack in literature with regards to tertiary institution students' cybersecurity behaviors. This research aimed at linking the factors responsible for tertiary institutions students' cybersecurity behavior, via validated cybersecurity factors, Perceived Vulnerability (PV); Perceived Barriers (PBr); Perceived Severity (PS); Security Self-Efficacy (SSE); Response Efficacy (RE); Cues to Action (CA); Peer Behavior (PBhv); Computer Skills (CS); Internet Skills (IS); Prior Experience with Computer Security Practices (PE); Perceived Benefits (PBnf); Familiarity with Cyber-Threats (FCT), thus exploring the relationship between the factors and the students' Cybersecurity Behaviors (CSB). A cross-sectional online survey was used to gather data from 450 undergraduate and postgraduate students from tertiary institutions within Klang Valley, Malaysia. Correlation Analysis was used to find the relationships existing among the cybersecurity behavioral factors via SPSS version 25. Results indicate that all factors were significantly related to the cybersecurity behaviors of the students apart from Perceived Severity. Practically, the study instigates the need for more cybersecurity training and practices in the tertiary institutions.

Training the future cybersecurity workforce to respond to emerging threats requires introduction of novel educational interventions into the cybersecurity curriculum. To be effective, these interventions have to incorporate trending knowledge from cybersecurity and other related domains while allowing for experiential learning through hands-on experimentation. To date, the traditional interdisciplinary approach for cybersecurity training has infused political science, law, economics or linguistics knowledge into the cybersecurity curriculum, allowing for limited experimentation. Cybersecurity students were left with little opportunity to acquire knowledge, skills, and abilities in domains outside of these. Also, students in outside majors had no options to get into cybersecurity. With this in mind, we developed an interdisciplinary course for experiential learning in the fields of cybersecurity and interaction design. The inaugural course teaches students from cybersecurity, user interaction design, and visual design the principles of designing for secure use - or secure design - and allows them to apply them for prototyping of Internet-of-Things (IoT) products for smart homes. This paper elaborates on the concepts of secure design and how our approach enhances the training of the future cybersecurity workforce.

Healthcare is a vital component of every nation's critical infrastructure, yet it is one of the most vulnerable sector for cyber-attacks. To enforce the knowledge on information security processes and data protection procedures, educational and training schemes should be establishedfor information technology (IT) staff working in healthcare settings. However, only training IT staff is not enough, as many of cybersecurity threats are caused by human errors or lack of awareness. Current awareness and training schemes are often implemented in silos, concentrating on one aspect of cybersecurity at a time. Proactive Resilience Educational Framework (Prosilience EF) provides a holistic cyber resilience and security framework for developing and delivering a multilateral educational and training scheme based on a proactive approach to cybersecurity. The framework is built on the principle that education and training must be interactive, guided, meaningful and directly relevant to the user' operational environment. The framework addresses capacity mapping, cyber resilience level measuring, utilizing available and mapping missing resources, adaptive learning technologies and dynamic content delivery. Prosilience EF launches an iterative process of awareness and training development with relevant stakeholders (end users - hospitals, healthcare authorities, cybersecurity training providers, industry members), evaluating the framework via joint exercises/workshops andfurther developing the framework.

The explosive growth of IT infrastructures, cloud systems, and Internet of Things (IoT) have resulted in complex systems that are extremely difficult to secure and protect against cyberattacks which are growing exponentially in complexity and in number. Overcoming the cybersecurity challenges is even more complicated due to the lack of training and widely available cybersecurity environments to experiment with and evaluate new cybersecurity methods. The goal of our research is to address these challenges by exploiting cloud services. In this paper, we present the design, analysis, and evaluation of a cloud service that we refer to as Cybersecurity Lab as a Service (CLaaS) which offers virtual cybersecurity experiments that can be accessed from anywhere and from any device (desktop, laptop, tablet, smart mobile device, etc.) with Internet connectivity. In CLaaS, we exploit cloud computing systems and virtualization technologies to provide virtual cybersecurity experiments and hands-on experiences on how vulnerabilities are exploited to launch cyberattacks, how they can be removed, and how cyber resources and services can be hardened or better protected. We also present our experimental results and evaluation of CLaaS virtual cybersecurity experiments that have been used by graduate students taking our cybersecurity class as well as by high school students participating in GenCyber camps.