Balancing Generative AI and Critical Thinking to Develop Written Communication Skills in Cybersecurity

Abstract

As cybersecurity education continues to evolve, the need for curricula that effectively balance the capabilities of generative Artificial Intelligence (AI) tools with the development of critical thinking and active learning skills has become increasingly urgent. This study addresses this challenge by proposing a curriculum for postgraduate cybersecurity education that focuses on developing transferable skills, particularly critical thinking and written communication. These skills are essential for cybersecurity professionals to excel in both their technical and communicationoriented responsibilities, meeting the growing demand of the cybersecurity industry in the age of AI. The proposed curriculum emphasizes the integration of constructivist learning principles and Bloom's taxonomy, two widely applied pedagogical models, to enhance learners' critical thinking and written communication skills. Designed for a penetration testing module, the curriculum follows a structured, step-by-step approach to build the necessary competences and empower aspiring cybersecurity professionals to meet the expectations of the cybersecurity industry. Through targeted activities, learners develop foundational knowledge while refining advanced written communication skills, equipping them to produce professional-level documentation, such as penetration testing reports. Generative AI is incorporated in the curriculum, providing opportunities for learners to experiment with AIgenerated content while fostering the cognitive skills needed to critically assess its accuracy, relevance, and alignment with professional standards. This study contributes to cybersecurity education by presenting a replicable curriculum model that equips learners with vital skills, preparing them to navigate the complexities of written communication responsibilities in cybersecurity roles and adapt to the evolving demands of the AI era.

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