提升网络安全教育的包容性：将交叉性理论融入澳大利亚高等教育课程以增强学生参与度——策略、障碍与未来方向
Advancing Inclusivity in Cybersecurity Education: Integrating Intersectionality to Enhance Student Engagement in Australian Higher Education Curriculums Strategies, Barriers, and Future Directions
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中文总结 AI 辅助
本研究通过对澳大利亚15所高校的网络安全学者访谈，分析将交叉性视角融入网络安全课程的策略、障碍与未来方向，为相关课程开发提供了重要指导。
中文摘要 AI 辅助
澳大利亚的女性、性别多元群体以及文化和语言多元（CALD）社区往往更容易遭受网络钓鱼及其他形式的网络犯罪，原因包括语言障碍、网络安全教育获取渠道有限以及社会孤立等。这些群体在进入网络安全领域并在此领域发展时面临着巨大障碍。在澳大利亚，高等教育领域仍然严重依赖高度统一的网络安全课程，该课程侧重技术能力，却忽视了交叉性理论和以用户为中心的思维对提升学生参与度和学习效果的重要影响。如果缺乏性别包容性，且未充分考虑文化和语言多元等交叉性表现形式，劳动力队伍将缺失解决当今复杂网络安全问题所需的多元视角。本研究对来自澳大利亚各州多所高校的15名教授并协调网络安全项目的资深学者进行了半结构化访谈，以探究他们对以下方面的看法：i）澳大利亚高等教育领域网络安全教育中纳入女性、性别多元及文化和语言多元视角的现有策略；ii）在高等教育网络安全课程中纳入女性、性别多元及文化和语言多元视角的障碍；iii）所需的未来工作与支持。本研究发现，目前缺乏将交叉性视角融入网络安全课程的系统性方法，尤其确定了四个关键障碍以及四个需提供支持和开展未来工作以解决该问题的领域，研究结果为网络安全教育的课程开发提供了重要指导。
英文摘要
Australian women, gender-diverse individuals, and culturally and linguistically diverse (CALD) communities are often more susceptible to phishing and other forms of cybercrimes due to factors such as language barriers, limited access to cybersecurity education, and social isolation. These communities encounter substantial obstacles both entering and progressing in the cybersecurity field. In Australia, the Higher Education sector still leans heavily on a largely uniform cybersecurity curriculum, focusing heavily on technical proficiency, overlooking the vital impact of intersectionality and user-centered thinking for boosting student engagement and learning. Without gender inclusivity and proper consideration of intersectionality forms such as CALD, the workforce is deprived of the varied perspectives necessary to tackle today's intricate cybersecurity issues. In this study, we conducted semi-structured interviews with 15 experienced academics teaching and coordinating cyber security programs from a diverse range of Australian universities, covering all states, to explore their perspectives on: i) current strategies for addressing the women, gender-diverse and CALD perspective in cyber security education in the Australian HE sector; ii) barriers to incorporate women, gender-diverse and CALD perspective in cybersecurity curriculums in higher education; iii) future work and support that is needed. Our research highlights a lack of systematic methods for integrating intersectional perspectives into cybersecurity curriculums. In particular, we identified four key barriers and four areas where support and future efforts are needed to address this issue. Our findings offer vital insights that can substantially guide curriculum development in cybersecurity education.
