Designing a Creative Cybersecurity Microcredential for Educators: Challenges and Successes of K-12 Teacher Professional Development

Abstract

Developing foundational cybersecurity knowledge within our society is a critical need for our well-being and protection. At present, there is a dearth of access to fundamental cybersecurity knowledge within student and educator populations. This study can inform engineering educators through professional development with its use of design thinking strategies and be used as a model. With this concept in mind, this study focuses on the impact of a short-term (few week) cybersecurity micro-credential for K-12 teachers that included resources that aligned to the needs of their students. Over the of two iterations of this micro-credential study, the authors sought to answer the research question, “What are the micro-credential cybersecurity successes and challenges identified by the participants based on design thinking framework?” A total of 21 K-12 teacher participants engaged with two micro-credential experiences. The micro-credential includes unplugged activities via cybercards, essential vocabularies, and online research-backed resources and focused on an introduction to cybersecurity, the CIA Triad (Confidentiality, Integrity, and Accessibility), Abstraction, Modularity, and Least Privilege. This study utilized a mixed-methods approach. Qualitative data included observational field notes, bi-weekly progress reports, researcher interviews of 13 K-12 teachers, and notes from a focus group meeting with the K-12 teacher participants. The semi-structured interview questions focus groups notes, and bi-weekly progress reports were coded and grouped into major themes. Additionally, quantitative data including sub-scale concerns were obtained from the attitude survey responses. Using qualitative and quantitative analysis methods, the authors isolated specific successes and challenges experienced by K-12 teachers during their engagement with the pilot microcredentials. Findings include a positive impact on the concerns about computer science between pre-test, post-test, and secondary post-test scores. Additionally, there is a relationship between specific micro-credential materials and teacher's self-confidence at integrating cybersecurity concepts within their own K-12 classroom. The limitations are included. The study showcases innovative and practical tools for teaching cybersecurity, and has implications for teacher educators, technology educators, and those that work in local, state, national educator spaces, and those creating and implementing professional development.