The thesis presents comparative and pedagogical justification of the problem of professional training of masters in cyber security at British universities. The availability of the research findings on the outlined problem in scientific literature has been analyzed. It has been specified that it has not become the subject of special studies in Ukraine, which confirms the need to study innovative ideas of British experience to justify the opportunities of their creative use in theory and practice of applied professional training of masters in cyber security in Ukraine.
General overview of organization of masters’ professional training in cyber security at British universities has been presented. The structure and content of professional training have been analyzed. The features of the content and organization of masters’ in cyber security professional training at British universities have proved that it is focused on cyber security policy. Curricula for masters’ professional training do not significantly differ in content, but are original and correspond to modern cyber security challenges. Compulsory disciplines cover key areas of cyber security. Optional disciplines focus on disciplines of cyber security (Cyber Espionage, Cyber Security for Virtualization Systems, Cyber Intelligence and Operations, Cyber Physical Systems, Enterprise Cyber Security, Financial Analysis and Control Systems). It has been stated that the curricula at British universities are tailored to the requirements for future masters in cyber security, offered in the Subject Benchmark Statement for Cyber Security. Content selection and structuring takes into account the rapid development of cyber threats, information and computer technologies, as well as the needs of the economy, science, technology and personality. The most popular cyber security education programs are computer security, information technology security, computer incident investigations, cybersecurity and management, and security of computer networks.
The peculiarities of using innovative methods in the education process of masters in cyber security in British experience have been outlined. It has been indicated that innovative methods and technologies for training of future linguists include webquests, cyberguides, multimedia presentations, computer projects, visual behavioral experiments. Improving the quality of master’s training in cybersecurity is achieved through the use of reflective-innovative teaching methods and technologies, in particular: real-time training, experimental training, reflective practice, portfolio, learning based on own research, projects, team retrospectives, demo perspectives, team cyber defense, crisis situations, interactive conferences, peer review, group unions. Cyber security training programs combine theoretical knowledge with activities in business structures, across various critical infrastructure enterprises to gain hands-on experience.
The procedure for recognizing the professional qualifications of cyber security professionals has been analyzed. Certification takes place at the Academic Centers of Excellence in Cyber Security Research, the National Cyber Security Center, as well as in public-private entities, international organizations. Clarification of the differences between Cyber Security Practitioner, Cyber Security Senior Practitioner and Cyber Security Lead Practitioner has been outlined.
The content and the organization of practical and research training of masters in cyber security have been analyzed. The process of monitoring quality of masters in cyber security professional training has been characterized. The content of masters’ in cyber security professional training at Ukrainian universities has been studied. Based on comparative and pedagogical analysis of masters’ in cyber security professional training at British and Ukrainian universities relevant recommendations on using innovative ideas of British experience in Ukraine have been justified. It has been concluded that masters’ in cyber security professional training in Ukraine should be improved at organizational, structural, content, methodological, technological levels, taking into account actual traditions, culture and mentality. Educational and methodical provision for improving masters’ in cyber security professional training at Ukrainian universities has been developed.
