Effective provision of cybersecurity requires practitioners to work collaboratively to solve practical real-world problems. However, the extent to which these skills are supported by current higher education programmes is potentially limited. This paper presents an investigation into the needs of related learners and the educators who support them, examining the provisions within current cybersecurity education at degree level, and the extent to which they go beyond traditional knowledge transmission approaches. The findings illustrate a broad appreciation of the interdisciplinary nature of cybersecurity and recognition of the value of using collaborative learning approaches. At the same time, however, these aspects are not represented strongly enough within the current provision.

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