Advancing Inclusivity in Cybersecurity Education: Integrating Intersectionality to Enhance Student Engagement in Australian Higher Education Curriculums Strategies, Barriers, and Future Directions

• URL: http://arxiv.org/abs/2608.17758v1
• Date: Tue, 18 Aug 2026 13:21:52 GMT
• Title: Advancing Inclusivity in Cybersecurity Education: Integrating Intersectionality to Enhance Student Engagement in Australian Higher Education Curriculums Strategies, Barriers, and Future Directions
• Abstract summary: In Australia, the Higher Education sector still leans heavily on a largely uniform cybersecurity curriculum.<n>Our research highlights a lack of systematic methods for integrating intersectional perspectives into cybersecurity curriculums.
• Score: 1.3363219061805858
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Australian women, gender-diverse individuals, and culturally and linguistically diverse (CALD) communities are often more susceptible to phishing and other forms of cybercrimes due to factors such as language barriers, limited access to cybersecurity education, and social isolation. These communities encounter substantial obstacles both entering and progressing in the cybersecurity field. In Australia, the Higher Education sector still leans heavily on a largely uniform cybersecurity curriculum, focusing heavily on technical proficiency, overlooking the vital impact of intersectionality and user-centered thinking for boosting student engagement and learning. Without gender inclusivity and proper consideration of intersectionality forms such as CALD, the workforce is deprived of the varied perspectives necessary to tackle today's intricate cybersecurity issues. In this study, we conducted semi-structured interviews with 15 experienced academics teaching and coordinating cyber security programs from a diverse range of Australian universities, covering all states, to explore their perspectives on: i) current strategies for addressing the women, gender-diverse and CALD perspective in cyber security education in the Australian HE sector; ii) barriers to incorporate women, gender-diverse and CALD perspective in cybersecurity curriculums in higher education; iii) future work and support that is needed. Our research highlights a lack of systematic methods for integrating intersectional perspectives into cybersecurity curriculums. In particular, we identified four key barriers and four areas where support and future efforts are needed to address this issue. Our findings offer vital insights that can substantially guide curriculum development in cybersecurity education.

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