Reframes competition-based learning as a structured pedagogical journey, drawing on case studies from the University of South Wales and Cardiff University to show how skills competitions can accelerate technical development and industry alignment.
SOLVE-IT is a MITRE ATT&CK-inspired knowledge base capturing digital forensic techniques, weaknesses, and mitigations. It structures techniques around investigative objectives and supports SOP review, tool evaluation, and identification of research gaps.
Reflects on developing a unified digital forensics competency framework through the Global Cybercrime Certification initiative, sharing lessons from multi-stakeholder collaboration across law enforcement and universities in 27 EU member states.
Critically examines LLM-assisted development for generating bespoke cyber security teaching artefacts, proposing a six-stage methodology and honest analysis of failure modes through a portfolio of six case studies.
Professor of Cyber Security, University of the West of England
Prof. Phil Legg is a Full Professor of Cyber Security at the University of the West of England (UWE Bristol), UK, in recognition of “Advancing Teaching and Learning” (Primary domain) and for “Research with Impact” (Secondary domain). He is Co-Director of the UWEcyber Acad... Read More →
Presents a negotiation-based assessment in which final-year students assume nation-state roles in a UN-style ransomware scenario, developing geopolitical awareness, ethical reasoning, and professional competencies.
Explores approaches to developing ethical hacking skills and culture within cyber security education, with a focus on responsible disclosure, professional ethics, and safe learning environments.
Applies a cybernetic framework to teaching agentic AI in cyber security, proposing a collaborative feedback model integrating deductive and abductive reasoning to help students engage purposefully with AI systems.
Proposes a hybrid RAG architecture combining MITRE ATT&CK and NVD data to automatically generate contextually grounded, threat-informed cyber security training scenarios, achieving 100% technique consistency and 91.3% vulnerability relevance.
Reports on adopting Rust as the primary language for a secure systems development module at the University of Glasgow, examining cultural, technological, and pedagogical motivations and lessons from the first cohort.
A practice-based model for cyber security education rooted in the Space ISAC ecosystem, integrating threat-informed learning, analyst development, and cross-sector engagement to prepare students for the space domain.
Presents a human-in-the-loop semantic retrieval tool supporting educators in mapping curriculum content to CyBOK through ranked candidate generation, achieving high practical usefulness across 371 curriculum-derived queries.
Presents three open-source game-based learning scenarios for security-informed safety education across healthcare, energy, and cyber insurance domains, implemented in the Break Escape platform with full CyBOK mapping.
Proposes a human-centred pedagogical framework for integrating AI into cyber security education, grounded in a structured literature review and organised around four principles: AI literacy, ethical awareness, experiential learning, and authentic assessment.
Proposes the Virtual Situation Awareness Training Framework (VSATF), integrating VR, AI, and neuro-affective analytics to assess holistic cyber security competence through technical, cognitive, emotional, and ethical dimensions.
Investigates how investigative cyber security learning supports adversarial reasoning and cyber identity development in Key Stage 3 students aged 11 to 14, advancing the Adversarial Reasoning Development Model as a scalable school-based framework.
A reflective case study of a cross-disciplinary hands-on teaching intervention combining lock picking, wireless hacking, CTF, and hardware and firmware security activities to broaden students' understanding of cyber security.
Proposes an ecosystem design approach to cyber security education spanning K-12, further, and higher education, with five design principles for inclusive and coherent pathway development illustrated through a Colorado case study.
A large-scale empirical mapping of 190 UK cyber security degree programmes against CyBOK Knowledge Areas, revealing substantial curriculum variation and examining the relationship between NCSC accreditation, coverage breadth, and graduate outcomes.
Examines how an MSc Cyber Security programme can embed discipline-specific AI competencies drawing on the UNESCO AI Competency Framework, with case studies spanning CyBOK knowledge areas.
Introduces Nyata AI, a Bristol-based hyper-local conversational AI companion providing multilingual, safeguarding-aware cyber security education to underserved communities, positioning digital resilience as an inclusion challenge.
Proposes the Work Alignment Framework, a four-layer model establishing shared vocabulary and a Task by Capability mapping method to address the misalignment between educational credentials and the aptitudes required for effective cyber security practice.
Introduces the Trust Layer concept, arguing that psychological safety and neuroinclusive design function as security controls, with practical interventions for educators and organisations to build inclusive environments.
The National Cyber & Forensics Alliance (NCFA) is a UK-founded, student-led initiative bringing together cybersecurity and digital forensics students and societies from across the world. Through connections with industry, partners, and international peers, NCFA creates opportunities for collaboration beyond individual universities. Supported by CSE Connect, the alliance enables access to shared resources, national and international events, Capture the Flag (CTF) competitions, and leadership development. Member societies remain fully independent, maintaining their own identity, structure, and branding while benefiting from a growing global student network.
