A Theoretical Framework for Cybersecurity Education Curriculum Design for Nigerian Universities

The design of cybersecurity education curricula at Nigerian universities requires original theoretical grounding that integrates the specific workforce demands of the Nigerian cybersecurity sector, the technological and institutional context of Nigerian higher education, and current international cybersecurity education standards, none of which are adequately addressed in existing curriculum theory. This study developed an original Cybersecurity Education Curriculum Design Framework for Nigerian Universities. A theory-building methodology was employed: systematic review of cybersecurity education curriculum literature (62 publications from 2018 to 2024), empirical workforce needs analysis through surveys of 100 Nigerian cybersecurity employers and alumni surveys of 150 cybersecurity graduates from five universities, curriculum analysis of 12 existing Nigerian university cybersecurity programmes against NCWF and NICE frameworks, and expert validation. The employer survey confirmed that technical skills gaps in cloud security, OT security, and threat intelligence were most critical, while professional skills gaps in risk communication and security management were equally prevalent. Current curricula were rated as industry-inadequate by 72.0 percent of employers. The original CSEC-Nigeria Framework proposes a competency-based curriculum architecture with five pillars: technical foundation, applied security, professional practice, Nigerian regulatory environment, and emerging technology security. Each pillar specifies learning outcomes, industry application contexts, assessment methods, and laboratory requirements. A novel contribution is the Nigerian Threat Landscape Integration requirement specifying local threat knowledge as a mandatory curriculum component. Expert review by 20 cybersecurity education specialists confirmed the framework's original contribution.

Keywords: cybersecurity curriculum, university education, Nigeria, competency-based education, workforce development