Cyber-Enabled Education Operations: Towards a Strategic Cybersecurity Curriculum for the Social Sciences
By Craig Douglas Albert and John J. Heslen, Augusta University
This paper advocates integrating strategic cybersecurity education into the social science curricula, especially political science, to better prepare analysts for cyber threats. While most U.S. cyber professionals come from technical backgrounds, they often lack training in the geopolitical and behavioral dimensions of cyber conflict. The authors present a three-course curriculum covering strategic theory, cyber conflict history, and global threat landscapes, designed to bridge this gap. Inspired by professional military education and tailored for the U.S. Intelligence Community, the courses equip students with analytical tools to understand adversary behavior, attribution challenges, and policy implications, enhancing national security across both public and private sectors.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.
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