Enhancing Cybersecurity Training: Effective Learning Strategies, Clear Communication, and Demand-Driven Programs
Best practices Effective Learning Strategies, Clear Communication, and Demand-Driven Programs in Cybersecurity Users: Training providers (public) | Training providers (private) | SMEs | Theme: Reskilling and upskilling | Action: Professional training | Beneficiaries: Industry | SMEs | Labour force (employed) | Labour force (unemployed) CYRUSCYRUS Project Enrico Frumento, CEFRIELAlessia Golfetti, Deep Blue In the constantly evolving realm of cybersecurity, the human aspect is crucial yet frequently underestimated. Cybersecurity involves protecting IT systems from threats posed by cybercriminals. These criminals might aim to manipulate systems, steal or export data, or disrupt or alter services. However, what occurs when individuals, rather than IT systems, become the focus of these attacks? Moving from targeting systems to targeting people necessitates a different methodology and a shift in tactics. The CYRUS European project developed personalised cybersecurity training programmes specifically for the manufacturing and transport sectors. The project identified key findings regarding the distinct skill shortfalls and training necessities within these industries. These sectors’ peculiar challenges are not merely technical. There is a strong request of personalised training to enable employees at every level, from the factory floor to the executive suite, to recognise and counter cybersecurity threats effectively. The other need is the decoding of complexity of cybersecurity, which often is more focused on basic skills and personal cyber hygiene. The challenge? Today, we witness an increasing demand for advanced skills and a chronic lack of dedicated time from learners. Due to these challenges, cybersecurity experts and instructors have explored alternative teaching methodologies in cybersecurity training. Cybersecurity is one of the most challenging areas due to the rapidly changing Tactics, Techniques, and Procedures (TTPs) used in cybercrime. Defensive technologies are keeping up with the same speed of change. This challenge is where CYRUS comes in – experimenting with pedagogical methodologies to enhance and make cybersecurity training more efficient. On one hand EU is heavily investing in creating training opportunities, but with a quite often sub-optimal approach. The result is a crowded panorama of training offerings, sometimes overlapping and of hetereogeneous quality. One of the challenges of CYRUS was to create a training catalogue which is clear, multilingual, prepared with modern pedagogical approach and ground based on which are the real pains of the working forces and companies. Our solution Select the proper learning paradigm among pedagogy, andragogy and heutagogy, especially cybersecurity learning: Instructional methodologies are categorised into four macro areas: Non-Interactive Learning, Interactive Learning, Shared Learning, and Evaluation and Monitoring, each tailored to address the unique needs of adult learners. Non-interactive learning methodologies, rooted in traditional pedagogy, emphasise direct instruction and structured content delivery. Interactive Learning methodologies, informed by andragogical principles, prioritise active engagement and collaboration among learners. Shared Learning methodologies, inspired by heutagogical principles, underscore the importance of community, collaboration, and knowledge-sharing. Evaluation and Monitoring methodologies are crucial in assessing learning outcomes and guiding ongoing improvement efforts. Do massive use of instructional design: The instructional design approach for the CYRUS Project reflects a dynamic and adaptive framework rooted in the principles of pedagogy, Andragogy, and heutagogy. Clarity of language: use the ISO 24495-1:2023 on plain language Ad-hoc training: Root your training catalogue on ground truth, which means the actual pains and lack of companies and people. For example, in the CYRUS project, one of the most requested courses was on personal and corporate cyber hygiene, which reflects the fear of most people of wrongdoing and perils in the cyber realm. We started to affect behavioural shifts in cybersecurity from there. Outcomes CYRUS free Courses catalogue: The CYRUS project is ongoing, and the course catalogue will be delivered in April. Chunk courses, choose the best learning paradigm, and keep content simple (i.e., the KISS approach) but effective: The pilot programs, performed between October 2024 and February 2025, helped us identify some interesting challenges and refine the training content. One of the most significant findings is the necessity to present the material in small, interactive chunks (e.g., chunking was preferred over nudging). This approach aligns with current trends in online training in other educational sectors, but less on cybersecurity, where long and complex courses are still the norm. Basic skills are the most requested: There is a greater demand for basic skills that are immediately applicable to everyday work. For instance, the most requested course was on personal and corporate cyber hygiene to protect themselves, their families and loved ones, and the corporation. Key takeaways Explore and Apply New Learning Paradigms: Effective cybersecurity training requires selecting the right approach or combination of approaches—pedagogy, andragogy, or heutagogy—based on the audience. Given that many learners are professionals balancing work and training, programs must be flexible, engaging, and tailored. Additionally, training programs for trainers are essential to ensure effective knowledge transfer. Cybersecurity Training must go beyond technical skills, behavioural shifts are key: Cybersecurity training is a risk reduction method that enhances an organization’s overall security posture. Training should foster a cultural shift where security is seen as a way to improve both personal and professional well-being. Instead of reinforcing a “”toxic culture of error,”” training should make online security natural and stress-free. The Role of Instructional Design: A strong instructional design framework, like the one used in CYRUS, helps create structured, impactful, and adaptive cybersecurity training programs. Clarity in Communication: Using ISO 24495-1:2023 plain language principles ensures that complex cybersecurity concepts are easily understandable, making training more accessible. Demand-Driven Training for Relevance: Cybersecurity training should be rooted in real-world concerns. In the CYRUS project, cyber hygiene training was in high demand, highlighting the importance of addressing learners’ fears and practical needs. This approach increases adoption and drives meaningful behavioral change. Learn more here
Supporting the digital transformation of SMEs in Saxony-Anhalt
Best practices Supporting the digital transformation of SMEs in Saxony-Anhalt Users: Industry | Theme: Reskilling and Upskilling | Action: Professional Training | Beneficiaries: SMEs Mittelstand-Digital Zentrum Magdeburg digitalzentrum-magdeburg.de Stefan Voigt, Director Funded by the Federal Ministry for Economic Affairs, Mittelstand-Digital Zentrum Magdeburg supports SMEs in Saxony-Anhalt with digital transformation through the Mittelstand-Digital initiative. Knowledge exchange and best practice sharing are key aspects to the digitalisation of SMEs and Mittelstand-Digital Zentrum Magdeburg offer a digitalisation check-up tool to assess digital maturity, workshops and seminars, as well as hands-on implementation projects to support SME digital initiatives. Due to this SMEs are able develop competitive products, innovative business models, and efficient processes, ensuring long-term digital success. The challenge? SMEs face barriers to digital transformation, including limited time, resources, and funding. Many struggle to prioritise innovation while managing daily operations. Additionally, restricted communication channels and limited reach beyond Saxony-Anhalt hinder knowledge exchange and best practice sharing. This slows digital adoption and isolates SMEs from industry advancements. Our solution The Mittelstand-Digital initiative offers free resources such as check-ups, expert talks, workshops, eLearning, and blended learning to help SMEs adopt digital technologies.SMEs receive up to three mobile consultations, mini projects, and convoy support for hands-on guidance in implementing digital solutions.The initiative includes “digitisation tasting” workshops, webinars, and deep-dive workshops tailored to different technical levels.Support is delivered through lectures on digitalisation, practical case studies, and hands-on demonstrators to ensure SMEs gain both knowledge and experience. Outcomes +300 +8,000 Events held since the (re)launch of Mittelstand-Digital Zentrum Magdeburg. Participants reached at the events that have been held. Key takeaways Offer a structured event series: Instead of standalone workshops, provide a series of interconnected events that give SMEs deeper insights into digital transformation. Participants can choose sessions based on their needs and availability. Leverage industry multipliers: Collaborate with business associations and influencers to expand outreach and increase SME engagement. Tap into trending technologies: Use the AI and ChatGPT hype to showcase real-world applications of digital transformation, offering concrete use cases for SMEs. Improve visibility and access: Optimise search engine results and clearly provide contact information to ensure SMEs can easily find and connect with support services. Learn more here Case Summary– Context: Fit4internet is a non-profit initiative aimed at enhancing digital literacy across Austria. By using the Digital Competence Framework (DigComp AT), which identifies key components of digital competencies and aligns with European standards, Fit4internet helps individuals showcase their digital skills. The Fit4internet platform offers a way to track and prove digital competencies, helping with employability and ensuring that the Austrian workforce has the necessary ICT skills to meet market demands. Through the digital skills profile platform, the initiative supports both individual growth and the development of a digitally capable society. Challenge: The challenge faced is managing proof of competencies acquired through various learning methods, including formal education, non-formal training, and informal certifications, which can lead to inconsistent records. Securing sustainable funding to support the continuous development of new digital competencies, ensuring that programs remain up-to-date with evolving market needs. The second main challenge was fostering broad participation and engagement, especially among groups who may lack access to digital tools or education. Identified Approach / Solution: The Fit4internet platform provides a centralised, user-friendly system to manage and showcase digital competencies, aligning with the European Qualifications Framework (EQF). Through this platform, individuals can track and showcase their digital skills, making it easier for employers, educators, and organisations to assess their talent. The platform allows users to create an e-portfolio that showcases their digital skills, with the option to share it through a link or as a PDF. This portfolio highlights the digital competencies that a user has acquired, linked to their certificates. These certificates can be formal, non-formal, or informal. The platform also supports the generation of a digital skills profile that showcases the user’s acquired skills. Users earn digital badges as a visual representation of their skills. This allows them to continue with their learning journey, while showing off their competencies to others. Outcomes: Key takeaways: Fit4internet engage multiple stakeholders from academia, industry, and policy to develop holistic and relevant digital competency frameworks. They also use widely applied frameworks to measure skills gaps, enabling better planning for individuals and institutions. By doing this they improve reinsertion rates into the labor force by addressing individuals digital skill gaps and aligning them with market needs. This benefits companies by providing clear insights into the skillsets that are being developed and that are available in the workforce.
Developing the ITC Upskilling Initiative for the European Space Association
Best practices Developing the ITC Upskilling Initiative for the European Space Association Users: Industry | Theme: Reskilling and Upskilling | Action: Professional Training | Beneficiaries: Labour Force (Employed) PORINI porini.it Luca Malinverno, Data Scientist, PORINI Porini is a DGS Group company specialising in innovative digital solutions. It was contracted to develop a course for teaching employees of the European Space Association (ESA) the fundamentals of Microsoft Power BI Desktop, a self-reporting tool available for free. The challenge? Porini faced the challenge of training employees with varying levels of technological proficiency. The programme needed to cater to both beginners and advanced professionals, ensuring that all employees, regardless of their technical background, could effectively use Microsoft Power BI Desktop. This required the creation of tailored learning opportunities, providing foundational training for non-technical employees while also offering specialised content for experienced data analysts. The ultimate goal was to ensure that ESA employees across different roles could effectively contribute to data-driven projects using Power BI. Our solution Designed a 14-Month Power BI Training Programme: Designed and delivered a customised training course on Power BI to 500 ESA employees, ensuring a structured and progressive learning experience. Developed a shorter onboarding course based on the Kolb Cycle: Allowed new employees to self-evaluate their grasp of the topics and integrate smoothly into the main programme. Incorporated dynamic course adjustments: Allowed for exercises and content to be tailored based on class performance and individual learning progress. Key takeaways Adapting Course Content to Class Performance is Effective: Starting with fundamentals and adjusting exercises based on participant performance ensures that all learners are engaged and progressing at an appropriate pace. Peer Learning Enhances Understanding: Dividing participants into small groups and encouraging the most skilled individuals to mentor others creates an interactive learning environment, reinforcing knowledge and boosting collaboration Learn more here Case Summary– Context: Fit4internet is a non-profit initiative aimed at enhancing digital literacy across Austria. By using the Digital Competence Framework (DigComp AT), which identifies key components of digital competencies and aligns with European standards, Fit4internet helps individuals showcase their digital skills. The Fit4internet platform offers a way to track and prove digital competencies, helping with employability and ensuring that the Austrian workforce has the necessary ICT skills to meet market demands. Through the digital skills profile platform, the initiative supports both individual growth and the development of a digitally capable society. Challenge: The challenge faced is managing proof of competencies acquired through various learning methods, including formal education, non-formal training, and informal certifications, which can lead to inconsistent records. Securing sustainable funding to support the continuous development of new digital competencies, ensuring that programs remain up-to-date with evolving market needs. The second main challenge was fostering broad participation and engagement, especially among groups who may lack access to digital tools or education. Identified Approach / Solution: The Fit4internet platform provides a centralised, user-friendly system to manage and showcase digital competencies, aligning with the European Qualifications Framework (EQF). Through this platform, individuals can track and showcase their digital skills, making it easier for employers, educators, and organisations to assess their talent. The platform allows users to create an e-portfolio that showcases their digital skills, with the option to share it through a link or as a PDF. This portfolio highlights the digital competencies that a user has acquired, linked to their certificates. These certificates can be formal, non-formal, or informal. The platform also supports the generation of a digital skills profile that showcases the user’s acquired skills. Users earn digital badges as a visual representation of their skills. This allows them to continue with their learning journey, while showing off their competencies to others. Outcomes: Key takeaways: Fit4internet engage multiple stakeholders from academia, industry, and policy to develop holistic and relevant digital competency frameworks. They also use widely applied frameworks to measure skills gaps, enabling better planning for individuals and institutions. By doing this they improve reinsertion rates into the labor force by addressing individuals digital skill gaps and aligning them with market needs. This benefits companies by providing clear insights into the skillsets that are being developed and that are available in the workforce.
Porini’s Post-Grad Intensive Academy for upskilling employees
Best practices Porini’s Post-Grad Intensive Academy for upskilling employees Users: Industry | Theme: Reskilling and Upskilling | Action: Professional Training | Beneficiaries: Labour force Employed PORINI porini.it Luca Malinverno, Data Scientist, PORINI Porini is a DGS Group company specialising in innovative digital solutions. It was asked to design a custom course for its client’s 12 new entry-level employees. The objective was to familiarise them with company-specific methodologies and software, and facilitate their transition from university to work. The challenge? Porini faced the challenge of designing an effective onboarding programme for a group of 12 new employees with varying levels of academic qualifications (bachelor’s, master’s, and PhD) and different professional backgrounds in ICT. The training needed to ensure that all employees, regardless of their prior experience, could adapt to the company’s specific methodologies and software while seamlessly transitioning from academia to industry. Our solution Created a structured onboarding programme based on the Kolb Cycle: Allowed all employees to self-evaluate their grasp of key topics and progress at their own pace. Designed course content that catered to varying levels of expertise: Ensured that employees with different academic and professional backgrounds could engage meaningfully with company-specific methodologies and tools. Key takeaways Hands-On Labs Enhance Learning: Incorporating real-life scenarios and practical use cases throughout the course provided employees with a better understanding of how to apply company methodologies in real-world projects. Structured Learning is Essential: Clearly defining a step-by-step learning path from the outset helped prevent fragmented learning experiences, ensuring that technologies and data analysis stages were presented as interconnected processes rather than independent components. Learn more here Case Summary– Context: Fit4internet is a non-profit initiative aimed at enhancing digital literacy across Austria. By using the Digital Competence Framework (DigComp AT), which identifies key components of digital competencies and aligns with European standards, Fit4internet helps individuals showcase their digital skills. The Fit4internet platform offers a way to track and prove digital competencies, helping with employability and ensuring that the Austrian workforce has the necessary ICT skills to meet market demands. Through the digital skills profile platform, the initiative supports both individual growth and the development of a digitally capable society. Challenge: The challenge faced is managing proof of competencies acquired through various learning methods, including formal education, non-formal training, and informal certifications, which can lead to inconsistent records. Securing sustainable funding to support the continuous development of new digital competencies, ensuring that programs remain up-to-date with evolving market needs. The second main challenge was fostering broad participation and engagement, especially among groups who may lack access to digital tools or education. Identified Approach / Solution: The Fit4internet platform provides a centralised, user-friendly system to manage and showcase digital competencies, aligning with the European Qualifications Framework (EQF). Through this platform, individuals can track and showcase their digital skills, making it easier for employers, educators, and organisations to assess their talent. The platform allows users to create an e-portfolio that showcases their digital skills, with the option to share it through a link or as a PDF. This portfolio highlights the digital competencies that a user has acquired, linked to their certificates. These certificates can be formal, non-formal, or informal. The platform also supports the generation of a digital skills profile that showcases the user’s acquired skills. Users earn digital badges as a visual representation of their skills. This allows them to continue with their learning journey, while showing off their competencies to others. Outcomes: Key takeaways: Fit4internet engage multiple stakeholders from academia, industry, and policy to develop holistic and relevant digital competency frameworks. They also use widely applied frameworks to measure skills gaps, enabling better planning for individuals and institutions. By doing this they improve reinsertion rates into the labor force by addressing individuals digital skill gaps and aligning them with market needs. This benefits companies by providing clear insights into the skillsets that are being developed and that are available in the workforce.