Assessing Computer Science Teachers’ Cybersecurity Pedagogical Capabilities Before and After an Educational Workshop
Abstract: This study aims to assess computer science teachers’ pedagogical capabilities of cybersecurity in K-12 education before and after an educational workshop. The study explores teachers' understanding of cybersecurity concepts, the pedagogical strategies and the technologies they could use to teach and promote cybersecurity capabilities for their students. Participants were eighteen computer science teachers who attended a full-day workshop about cybersecurity. The data were collected using pre- and post-workshop surveys to assess the cybersecurity knowledge gain by the participants. Descriptive analysis methodology was employed to answer the research questions. The data analysis generally shows that computer science teachers had a baseline understanding of cybersecurity concepts and pedagogies which were developed as a result of the workshop. One significant result of the study is that targeted professional learning could enhance teachers’ cybersecurity pedagogical capabilities in a relatively short period of time. This study recommends schools and other learning institutions to establish a comprehensive cybersecurity training program with emphasis on cybersecurity concepts, pedagogies and suitable technologies to teach it. In addition, the research study has pedagogical and technological implications to both teachers and learning institutions on how to teach and promote cybersecurity capabilities for students.