Biblio

The Internet of Things is an emerging technology for recent marketplace. In IoT, the heterogeneous devices are connected through the medium of the Internet for seamless communication. The devices used in IoT are resource-constrained in terms of memory, power and processing. Due to that, IoT system is unable to implement hi-end security for malicious cyber-attacks. The recent era is all about connecting IoT devices in various domains like medical, agriculture, transport, power, manufacturing, supply chain, education, etc. and thus need to be prevented from attacks and analyzed after attacks for legal action. The legal analysis of IoT data, devices and communication is called IoT forensics which is highly indispensable for various types of attacks on IoT system. This paper will review types of IoT attacks and its preventive measures in cyber security. It will also help in ascertaining IoT forensics and its challenges in detail. This paper will conclude with the high requirement of cyber security in IoT domains with implementation of standard rules for IoT forensics.

This study explores the Critical Success Factors (CSFs) for Security Education, Training and Awareness (SETA) programmes. Data is gathered from 20 key informants (using semi-structured interviews) from various geographic locations including the Gulf nations, Middle East, USA, UK, and Ireland. The analysis of these key informant interviews produces eleven CSFs for SETA programmes. These CSFs are mapped along the phases of a SETA programme lifecycle (design, development, implementation, and evaluation).

Security is a critical aspect in the process of designing, developing, and testing software systems. Due to the increasing need for security-related skills within software systems, there is a growing demand for these skills to be taught in computer science. A series of security modules was developed not only to meet the demand but also to assess the impact of these modules on teaching critical cyber security topics in computer science courses. This full paper in the innovative practice category presents the outcomes of six security modules in a freshman-level course at two institutions. The study adopts a Model-Eliciting Activity (MEA) as a project for students to demonstrate an understanding of the security concepts. Two experimental studies were conducted: 1) Teaching effectiveness of implementing cyber security modules and MEA project, 2) Students’ experiences in conceptual modeling tasks in problem-solving. In measuring the effectiveness of teaching security concepts with the MEA project, students’ performance, attitudes, and interests as well as the instructor’s effectiveness were assessed. For the conceptual modeling tasks in problem-solving, the results of student outcomes were analyzed. After implementing the security modules with the MEA project, students showed a great understanding of cyber security concepts and an increased interest in broader computer science concepts. The instructor’s beliefs about teaching, learning, and assessment shifted from teacher-centered to student-centered during their experience with the security modules and MEA project. Although 64.29% of students’ solutions do not seem suitable for real-world implementation, 76.9% of the developed solutions showed a sufficient degree of creativity.

Large volumes of private data are gathered, processed, and stored on computers by governments, the military, organizations, financial institutions, colleges, and other enterprises. This data is then sent through networks to other computers. Urgent measures are required to safeguard sensitive personal and company data as well as national security due to the exponential development in number and complexity of cyber- attacks. The essay discusses the characteristics of the Internet and demonstrates how private and financial data can be transmitted over it while still being safeguarded. We show that robbery has spread throughout India and the rest of the world, endangering the global economy and security and giving rise to a variety of cyber-attacks.

In the 21st century, world-leading industries are under the accelerated development of digital transformation. Along with information and data resources becoming more transparent on the Internet, many new network technologies were introduced, but cyber-attack also became a severe problem in cyberspace. Over time, industrial control networks are also forced to join the nodes of the Internet. Therefore, cybersecurity is much more complicated than before, and suffering risk of browsing unknown websites also increases. To practice defenses against cyber-attack effectively, Cyber Range is the best platform to emulate all cyber-attacks and defenses. This article will use VMware virtual machine emulation technology, research cyber range systems under industrial control network architecture, and design and implement an industrial control cyber range system. Using the industrial cyber range to perform vulnerability analyses and exploits on web servers, web applications, and operating systems. The result demonstrates the consequences of the vulnerability attack and raises awareness of cyber security among government, enterprises, education, and other related fields, improving the practical ability to defend against cybersecurity threats.

At the end of the IT Security degree program a simulation game is conducted to repeat and consolidate the core skills of a Bachelor’s graduate. The focus is not on teaching content, but on the application of already learned skills. The scenario shows the students the risks of a completely networked world, which has come to a complete standstill due to a catastrophe. The participants occupy in groups the predefined companies, which are assigned with the reconstruction of the communication infrastructure (the internet). This paper describes the preparation, technical and organizational implementation of the. Also, the most important conclusions drawn by the authors.

There is a stark contrast between the state of cyber security of national infrastructure in Ireland and the efforts underway to support cyber security technologists to work in the country. Notable attacks have recently occurred against the national health service, universities, and various other state bodies, prompting an interest in changing the current situation. This paper presents an overview of the security projects, commercial establishments, and policy in Ireland.

Cyber-security training has evolved into an imperative need, aiming to provide cyber-security professionals with the knowledge and skills required to confront cyber-attacks that are increasing in number and sophistication. Training activities are typically associated with evaluation means, aimed to assess the extent to which the trainee has acquired the knowledge and skills whose development is targeted by the training programme, while cyber-security awareness and skill level evaluation means may be used to support additional security-related aspects of organizations. In this paper, we review trainee performance assessment metrics in cyber-security training, aiming to assist designers of cyber-security training activities to identify the most prominent trainee performance assessment means for their training programmes, while additional research directions involving cyber-security training evaluation metrics are also identified.

Cyber resilience has become a strategic point of information security in recent years. In the face of complex attack means and severe internal and external threats, it is difficult to achieve 100% protection against information systems. It is necessary to enhance the continuous service of information systems based on network resiliency and take appropriate compensation measures in case of protection failure, to ensure that the mission can still be achieved under attack. This paper combs the definition, cycle, and state of cyber resilience, and interprets the cyber resiliency engineering framework, to better understand cyber resilience. In addition, we also discuss the evolution of security architecture and analyze the impact of cyber resiliency on security architecture. Finally, the strategies and schemes of enhancing cyber resilience represented by zero trust and endogenous security are discussed.

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.

Professional training is essential for organizations to successfully defend their assets against cyber-attacks. Successful detection and prevention of security incidents demands that personnel is not just aware about the potential threats, but its security expertise goes far beyond the necessary background knowledge. To fill-in the gap for competent security professionals, platforms offering realistic training environments and scenarios are designed that are referred to as cyber-ranges. Multiple cyber-ranges listed under a common platform can simulate more complex environments, referred as cyber-range federations. Security education approaches often implement gamification mechanics to increase trainees’ engagement and maximize the outcome of the training process. Scoring is an integral part of a gamification scheme, allowing both the trainee and the trainer to monitor the former’s performance and progress. In this article, a novel scoring model is presented that is designed to be agnostic with respect to the source of information: either a CR or a variety of different CRs being part of a federated environment.

Higher education is increasingly called upon to enhance cyber education, including hands-on "experiential" training. The good news is that additional tools and techniques are becoming more available, both in-house and through third parties, to provide cyber training environments and simulations at various features and price points. However, the training thus far has only focused on "traditional" Cybersecurity that lightly touches on wireless in undergraduate and master's degree programs, and certifications. The purpose of this research is to identify and recognize nascent cyber training emphasizing a broader spectrum of wireless security and encourage curricular development that includes critical experiential training. Experiential wireless security training is important to keep pace with the growth in wireless communication mediums and associated Internet of Things (IoT) and Cyber Physical System (CPS) applications. Cyber faculty at a university offering undergraduate and master's Cybersecurity degrees authored this paper; both degrees are offered to resident as well as online students.

The current supply of a highly specialized cyber security professionals cannot meet the demands for societies seeking digitization. To close the skill gap, there is a need for introducing students in higher education to cyber security, and to combine theoretical knowledge with practical skills. This paper presents how the cyber security training platform Haaukins, initially developed to increase interest and knowledge of cyber security among high school students, was further developed to support the need for training in higher education. Based on the differences between the existing and new target audiences, a set of design principles were derived which shaped the technical adjustments required to provide a suitable platform - mainly related to dynamic tooling, centralized access to exercises, and scalability of the platform to support courses running over longer periods of time. The implementation of these adjustments has led to a series of teaching sessions in various institutions of higher education, demonstrating the viability for Haaukins for the new target audience.

Modbus is a popular industrial communication protocol supported by most automation devices. Despite its popularity, it is not a secure protocol because when it was developed, security was not a concern due to closed environments of industrial control systems. With the convergence of information technology and operational technology in recent years, the security of industrial control systems has become a serious concern. Due to the high availability requirements, it is not practical or feasible to do security experimentation of production systems. We present an implementation of cyber-physical systems with Modbus/TCP communication for real-time security testing. The proposed architecture consists of a process simulator, an IEC 61131-3 compliant programmable logic controller, and a human-machine interface, all communicating via Modbus/TCP protocol. We use Simulink as the process simulator. It does not have built-in support for the Modbus protocol. A contribution of the proposed work is to extend the functionality of Simulink with a custom block to enable Modbus communication. We use two case studies to demonstrate the utility of the cyber-physical system architecture. We can model complex industrial processes with this architecture, can launch cyber-attacks, and develop protection mechanisms.

With China's overall national strength, the education of studying in China has entered a period of rapid development, and China has become one of the important destination countries for international student mobility. With political stability, rapid economic development, and continuous improvement in the quality of higher education, the educational value of studying in China is increasingly recognized by international students. International students study and live in the same way as domestic students. While the development of the Internet has brought convenience to people, it has also created many security risks. How to protect the information security of international students is the focus of this paper. This paper introduces the classification, characteristics and security risks of international students' personal information. In order to protect the private data of international students from being leaked, filtering rules are set in the campus network through WinRoute firewall to effectively prevent information from being leaked, tampered or deleted, which can be used for reference by other universities.

The use of gamified learning platforms as a method of introducing cyber security education, training and awareness has risen greatly. With this rise, the availability of platforms to create, host or otherwise provide the challenges that make up the foundation of this education has also increased. In order to identify the best of these platforms, we need a method to compare their feature sets. In this paper, we compare related work on identifying the best platforms for a gamified cyber security learning platform as well as contemporary literature that describes the most needed feature sets for an ideal platform. We then use this to develop a metric for comparing these platforms, before then applying this metric to popular current platforms.

This Innovative Practice full paper describes a technical innovation for scalable teaching of cybersecurity hands-on classes using interactive learning environments. Hands-on experience significantly improves the practical skills of learners. However, the preparation and delivery of hands-on classes usually do not scale. Teaching even small groups of students requires a substantial effort to prepare the class environment and practical assignments. Further issues are associated with teaching large classes, providing feedback, and analyzing learning gains. We present our research effort and practical experience in designing and using learning environments that scale up hands-on cybersecurity classes. The environments support virtual networks with full-fledged operating systems and devices that emulate realworld systems. The classes are organized as simultaneous training sessions with cybersecurity assignments and learners' assessment. For big classes, with the goal of developing learners' skills and providing formative assessment, we run the environment locally, either in a computer lab or at learners' own desktops or laptops. For classes that exercise the developed skills and feature summative assessment, we use an on-premises cloud environment. Our approach is unique in supporting both types of deployment. The environment is described as code using open and standard formats, defining individual hosts and their networking, configuration of the hosts, and tasks that the students have to solve. The environment can be repeatedly created for different classes on a massive scale or for each student on-demand. Moreover, the approach enables learning analytics and educational data mining of learners' interactions with the environment. These analyses inform the instructor about the student's progress during the class and enable the learner to reflect on a finished training. Thanks to this, we can improve the student class experience and motivation for further learning. Using the presented environments KYPO Cyber Range Platform and Cyber Sandbox Creator, we delivered the classes on-site or remotely for various target groups of learners (K-12, university students, and professional learners). The learners value the realistic nature of the environments that enable exercising theoretical concepts and tools. The instructors value time-efficiency when preparing and deploying the hands-on activities. Engineering and computing educators can freely use our software, which we have released under an open-source license. We also provide detailed documentation and exemplary hands-on training to help other educators adopt our teaching innovations and enable sharing of reusable components within the community.

Smart mobile devices such as smartphones and tablets have become an integral part of our society. However, it also becomes a prime target for attackers with malicious intents. There have been a number of efforts on developing innovative courseware to promote cybersecurity education and to improve student learning; however, hands-on labs are not well developed for smart mobile devices and for mobile security topics. In this paper, we propose to design and develop a mobile security labware with smart mobile devices to promote the cybersecurity education. The integration of mobile computing technologies and smart devices into cybersecurity education will connect the education to leading-edge information technologies, motivate and engage students in security learning, fill in the gap with IT industry need, and help faculties build expertise on mobile computing. In addition, the hands-on experience with mobile app development will promote student learning and supply them with a better understanding of security knowledge not only in classical security domains but also in the emerging mobile security areas.

Machine learning (ML) techniques are changing both the offensive and defensive aspects of cybersecurity. The implications are especially strong for privacy, as ML approaches provide unprecedented opportunities to make use of collected data. Thus, education on cybersecurity and AI is needed. To investigate how AI and cybersecurity should be taught together, we look at previous studies on cybersecurity MOOCs by conducting a systematic literature review. The initial search resulted in 72 items and after screening for only peer-reviewed publications on cybersecurity online courses, 15 studies remained. Three of the studies concerned multiple cybersecurity MOOCs whereas 12 focused on individual courses. The number of published work evaluating specific cybersecurity MOOCs was found to be small compared to all available cybersecurity MOOCs. Analysis of the studies revealed that cybersecurity education is, in almost all cases, organised based on the topic instead of used tools, making it difficult for learners to find focused information on AI applications in cybersecurity. Furthermore, there is a gab in academic literature on how AI applications in cybersecurity should be taught in online courses.

Cybersecurity education is a critical component of today's computer science and IT curriculum. To provide for a highly effective cybersecurity education, we propose using machine-learning techniques to identify common learning modalities of cybersecurity students in order to optimize how cybersecurity core topics, threats, tools and techniques are taught. We test various hypothesis, e.g. that students of selected VARK learning styles will outperform their peers. The results indicate that for the class assignments in our study preference of read/write and kinesthetic modalities yielded the best results. This further indicates that specific learning instruments can be tailored for students based on their individual VARK learning styles.

Nowadays, private corporations and public institutions are dealing with constant and sophisticated cyberthreats and cyberattacks. As a general warning, organizations must build and develop a cybersecurity culture and awareness in order to defend against cybercriminals. Information Technology (IT) and Information Security (InfoSec) audits that were efficient in the past, are trying to converge into cybersecurity audits to address cyber threats, cyber risks and cyberattacks that evolve in an aggressive cyber landscape. However, the increase in number and complexity of cyberattacks and the convoluted cyberthreat landscape is challenging the running cybersecurity audit models and putting in evidence the critical need for a new cybersecurity audit model. This article reviews the best practices and methodologies of global leaders in the cybersecurity assurance and audit arena. By means of the analysis of the current approaches and theoretical background, their real scope, strengths and weaknesses are highlighted looking forward a most efficient and cohesive synthesis. As a resut, this article presents an original and comprehensive cybersecurity audit model as a proposal to be utilized for conducting cybersecurity audits in organizations and Nation States. The CyberSecurity Audit Model (CSAM) evaluates and validates audit, preventive, forensic and detective controls for all organizational functional areas. CSAM has been tested, implemented and validated along with the Cybersecurity Awareness TRAining Model (CATRAM) in a Canadian higher education institution. A research case study is being conducted to validate both models and the findings will be published accordingly.

The current trend of ubiquitous device use whereby computing is becoming increasingly context-aware and personal, has created a growing concern for the protection of personal privacy. Privacy is an essential component of security, and there is a need to be able to secure personal computers and networks to minimize privacy depreciation within cyberspace. Human error has been recognized as playing a major role in security breaches: Hence technological solutions alone cannot adequately address the emerging security and privacy threats. Home users are particularly vulnerable to cybersecurity threats for a number of reasons, including a particularly important one that our research seeks to address: The lack of cybersecurity education. We argue that research seeking to address the human element of cybersecurity should not be limited only to the design of more usable technical security mechanisms, but should be extended and applied to offering appropriate training to all stakeholders within cyberspace.

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.

As the worldwide demand for cybersecurity-trained professionals continues to grow, the need to understand and define what cybersecurity education really means at the college or university level. Given the relative infancy of these efforts to define undergraduate cybersecurity programs, the panelists will present different perspectives on how such programs can be structured. They will then engage with the audience to explore additional viewpoints on cybersecurity, and work toward a shared understanding of undergraduate cybersecurity programs.

This research-to-practice work-in-progress addresses a new approach to cybersecurity education. The cyber security skills shortage is reaching prevalent proportions. The consensus in the STEM community is that the problem begins at k-12 schools with too few students interested in STEM subjects. One way to ensure a larger pipeline in cybersecurity is to train more high school teachers to not only teach cybersecurity in their schools or integrate cybersecurity concepts in their classrooms but also to promote IT security as an attractive career path. The proposed research will result in developing a unique and novel curriculum and scalable program in the area of cybersecurity and a set of powerful tools for a fun learning experience in cybersecurity education. In this project, we are focusing on the potential to advance research agendas in cybersecurity and train the future generation with cybersecurity skills and answer fundamental research questions that still exist in the blended learning methodologies for cybersecurity education and assessment. Leadership and entrepreneurship skills are also added to the mix to prepare students for real-world problems. Delivery methods, timing, format, pacing and outcomes alignment will all be assessed to provide a baseline for future research and additional synergy and integration with existing cybersecurity programs to expand or leverage for new cybersecurity and STEM educational research. This is a new model for cybersecurity education, leadership, and entrepreneurship and there is a possibility of a significant leap towards a more advanced cybersecurity educational methodology using this model. The project will also provide a prototype for innovation coupled with character-building and ethical leadership.