Storytelling Opportunities in Teaching Cybersecurity

• Published in: Vysšee obrazovanie v Rossii (Print) Vol. 34; no. 3; pp. 113 - 137
• Main Author: Payusova, T. I.
• Format: Journal Article
• Language: English
• Published: Moscow Polytechnic University 10.04.2025
• Subjects: cybersecurity; educational process; heartbleed vulnerability; ransomware; scenario modeling; storytelling; teaching tools
• ISSN: 0869-3617; 2072-0459
• DOI: 10.31992/0869-3617-2025-34-3-113-137

Modern threats are shifting the focus of information security from the technical component to the social context to a greater extent. In the process of cyber defense training, a number of the most pressing challenges can be identified, involving the use of more effective methods of training future specialists. This study answers the question about the possibilities of storytelling in teaching cybersecurity, about the ability of emotional stories to influence the increase of motivational and value involvement of students and teachers, to form an interdisciplinary approach and understanding of complex cause-and-effect relationships within various subject areas, to help students overcome the lack of professional “awareness” in the field of vulnerabilities and possible potential attack vectors.. The study was conducted from October 1 to October 31, 2024. at the Tyumen State University School of Computer Science as part of the elective courses “Fundamentals of Cybersecurity” and “Introduction to Pentesting (Cybersecurity)”. The results of the study showed that the use of storytelling makes it possible to solve the problem of emotional and value involvement, achieve a deeper impression and understanding of educational topics, and develop the ability to empathize with victims of cybercrime. The long-term effects of storytelling should also be noted. Further research may be related to the algorithmization of the story writing process, the study of the differences between oral and written presentation, the study of techniques to increase emotional engagement, the use of various storytelling formats, clarifying the role of the teacher in introducing students to stories.