RT book part
T1 Research Writing and Tool Evaluation in Cybersecurity Education: A Methodological Framework
A1 Balderas Díaz, Sara
A1 Guerrero Contreras, Gabriel José
A2 Ingeniería Informática
K1 Pedagogical innovation
K1 secure software development
K1 generative AI
K1 peer review
K1 research-based learning
AB As academic programmes in cybersecurity evolve to meet the demands of an increasingly complex and research-driven technological landscape, there is a growing need for pedagogical strategies that promote not only technical proficiency but also scholarly engagement. This study presents an instructional methodology that integrates research-based learning and peer assessment into a postgraduate cybersecurity course. Over two academic years, students engaged in the full research cycle by writing scientific short papers, conducting double-blind peer reviews, and participating in a simulated academic conference. The approach combined technical analysis of code vulnerabilities using both conventional SAST tools and generative AI systems, along with the development of academic skills such as scientific writing, critical evaluation, and oral communication. Survey results and evaluation scores from 35 students indicate high levels of perceived learning, engagement, and understanding of authentic academic practices. The successful submission of two student papers to an international doctoral consortium further highlights the academic relevance and impact of the initiative.
PB IEEE
SN 979-8-3315-6257-1
SN 2476-2172
YR 2025
FD 2025-11
LK http://hdl.handle.net/10498/40198
UL http://hdl.handle.net/10498/40198
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 05-nov-2026