Cybersecurity Teaching Expert Development Project by KOSEN Security Educational Community

Threats of cyber attacks are rampant all over the world. The threats are getting stronger year by year. In 2015, the National Institute of Technology (KOSEN) launched the KOSEN Security Educational Community (K-SEC) and started cyber security training for KOSEN students. This project has two main purposes that one is outstanding cyber security human resource development which objects for improving quality and other one is fostering many KOSEN students who have systematically acquired security knowledge which objects for quantitative expansion. As part of K-SEC, research of cyber security human resource development education has been promoted. A new project ”Highly Advanced Cybersecurity for KOSEN (HACK) ” has been launched within K-SEC to accelerate the achievement of the two main purposes since 2019. HACK is a project based on the simple idea of strengthening KOSEN technical staff in order to foster strong students who have acquired practical cyber security skills. The plan is a three-year plan. HACK has three main objectives which are improving faculties ’ and technical staffs’ skills, the development excellent teaching materials based on the skills and to create both skills and human resources network. The success of HACK is important to contribute not only to security education but also to the examination of KOSEN or engineering education centered on practical education. In this paper, we will evaluate the effectiveness and legal theory of cyber security practice education for faculty and technical staff who participate the IT course in the first year. In addition, we will verify the effect of improving the skills of each faculty member in the off-season until the start of the second year. Furthermore, we will also consider whether the cyber security skills of the entire technical college have improved in the fiscal year. This year, we are proceeding with the project for the second year. In the second year, based on the results of the first year, we will evaluate, consider and examine for the improvement of the educational content toward the third year, which is the completion year. The evaluation includes the validity of the schedule. We also achieved a certain level of success in the development of teaching materials. This project is in good condition for the continuation of the plan and consideration of new items for the next year and after next year. In this paper, we report on the process of building this sustainable and effective cybersecurity education methodology suitable for KOSEN faculty and staff, and thus for students.