Increasing Teacher Competence in Cybersecurity Using the EU Security Frameworks

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Ievgeniia Kuzminykh 1,* Maryna Yevdokymenko 2 Oleksandra Yeremenko 2 Oleksandr Lemeshko 2

1. Department of Informatics, King’s College London, London, WC2B 4BG, UK

2. Department of Infocommunication Engineering, Kharkiv National University of Radio Electronics, Kharkiv, 6100, Ukraine

* Corresponding author.


Received: 10 Apr. 2021 / Revised: 29 Jun. 2021 / Accepted: 15 Sep. 2021 / Published: 8 Dec. 2021

Index Terms

Teacher competence, Professional development, Cybersecurity framework, Group training, Self-education.


A study was undertaken to identify the missing skill and expertise of teachers and other stakeholders in the field of EU cyber security regulatory documents and frameworks. In order to increase the knowledge in this area and promote the EU security frameworks the model for the continuous building of teacher competence has been proposed and planned to be implemented in Ukraine. The proposed model will contribute towards improving the excellence of educators and academics, as well as increase competitiveness of educational programmes on cybersecurity among similar institutions in the EU countries. Various studies focused on the development of competence of the students to prepare them for the job market and build a comprehensive portfolio, education-business partnerships and collaboration. However, the issue of developing teacher expertise to achieve high quality of education remains open. We highlighted the importance of creating a cybersecurity ecosystem through the cooperation with different stakeholders and by implementing the model for continuous development of teacher competence.
Before building the model the overview and analysis of different teacher professional development approaches were conducted. Analysis showed that for our goal the best suitable approach is a model that consists of two stages based on self-education and group education approaches with 7 processes inside. The study revealed that competence may be achieved through a number of activities which may be grouped under four generic categories: student and staff training, academic and business seminars, business-oriented roundtable debates, and research. The model uses as main methods of achieving a better quality of education in cybersecurity the development of new training courses and modernization of educational programs, and for raising awareness among businesses and regulatory bodies - the workshops and roundtables.

Cite This Paper

Ievgeniia Kuzminykh, Maryna Yevdokymenko, Oleksandra Yeremenko, Oleksandr Lemeshko, " Increasing Teacher Competence in Cybersecurity Using the EU Security Frameworks", International Journal of Modern Education and Computer Science(IJMECS), Vol.13, No.6, pp. 60-68, 2021.DOI: 10.5815/ijmecs.2021.06.06


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