Updating the university curriculum in response to digital vulnerabilities
DOI:
https://doi.org/10.36881/yachay.v15i1.1281Keywords:
educational program development, university curriculum, teacher training program, common core curriculum, data protection, educational trendsAbstract
Universities face the contradiction of having the technology to transform education while this same technology creates exponentially growing digital vulnerabilities, making higher education institutions (HEIs) targets for cybercriminals. This qualitative research, using a literature review design, analyzed the foundations for incorporating cybersecurity into university curricula as a cross-cutting competency. The sample included 32 academic documents, institutional reports, and regulatory frameworks (2001-2026) on digital competence, cybersecurity, and curriculum design. The results show a lack of integration, as technical programs have made progress in specific subjects, while in social sciences, education, health, and law, the absence is notable. The vulnerabilities detected are both technical and educational. A disconnect was identified between technical security units and the academic units responsible for the curriculum. Curricular foundations are proposed for integration approaches that combine cross-cutting themes with specific spaces, levels, competency characteristics, and teaching strategies such as problem-based learning and simulations. It is concluded that curriculum updating is necessary but not sufficient, because investment in teacher training, interdisciplinary coordination, and contextualized analysis by professional field are also required.
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