Due to extensive topical coverage across cybersecurity domains, the considerable in-depth knowledge required to effectively use and deploy cybersecurity technologies, and the speed of knowledge & skill obsolescence, it has become increasingly difficult to develop and maintain an ethical hacking curriculum that prepares students for the operational and technical challenges they will face upon entry into the cybersecurity workforce. Consequently, our objective in this paper is to introduce an adaptive teaching model that evaluates existing security frameworks, industry standards, and reconfigurable training environment to create an adaptive ethical hacking course curriculum. We demonstrate a teaching model for ethical hacking at the university level and highlight the positive educational outcomes that have resulted from our approach, followed by several suggestions for how to extend this line of inquiry.
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Additional Keywords
Ethical Hacking, Vulnerability Analysis,