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An Integral Pedagogical Strategy for Teaching and Learning IoT Cybersecurity.

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Summary

This study introduces a three-stage pedagogical strategy to teach Internet of Things (IoT) cybersecurity. The approach integrates content, competencies, and learning outcomes, addressing educational challenges in this complex field.

Keywords:
IoTcybersecuritylearning methodology

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Area of Science:

  • Engineering Education
  • Cybersecurity
  • Internet of Things (IoT)

Background:

  • The increasing demand for Internet of Things (IoT) expertise presents significant educational challenges due to technological complexity and diverse professional needs.
  • Integrating cybersecurity as a fundamental requirement in IoT education is crucial but difficult to implement effectively in higher education.
  • Existing engineering programs face hurdles in preparing students for the multifaceted demands of designing, implementing, and managing secure IoT environments.

Purpose of the Study:

  • To propose an integral pedagogical strategy for teaching Internet of Things (IoT) cybersecurity in higher education.
  • To structure the learning process in three distinct stages, focusing on content, competencies, methodologies, and learning outcomes.
  • To provide a framework for developing specialized IoT cybersecurity expertise within engineering curricula.

Main Methods:

  • Development of a three-stage pedagogical strategy detailing content, competencies, learning methodologies, and expected outcomes for IoT cybersecurity.
  • Inclusion of specific course examples, outlining associated competencies, learning objectives, content, and teaching methods.
  • Analysis of student performance data and evaluations from stakeholders to validate the proposed strategy's effectiveness.

Main Results:

  • The pedagogical strategy effectively integrates IoT and cybersecurity concepts with practical skill development.
  • Student results and stakeholder feedback indicate the strategy's suitability and the acquisition of relevant skills.
  • Student feedback highlights the innovative nature of the approach and overall satisfaction with the IoT cybersecurity courses.

Conclusions:

  • The proposed three-stage pedagogical strategy offers a viable solution for educating experts in Internet of Things (IoT) cybersecurity.
  • The strategy successfully addresses the complexities of IoT environments and the critical need for cybersecurity expertise.
  • The approach demonstrates effectiveness through positive student outcomes, stakeholder validation, and student satisfaction.