@article{Bacasdoon_Bolmsten_2022, author = {Bacasdoon, Jeric and Bolmsten, Johan}, title = {A Multiple Case Study of METI Cybersecurity Education and Training: A Basis for the Development of a Guiding Framework for Educational Approaches}, journal = {TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation}, volume = {16}, number = {2}, pages = {319-334}, year = {2022}, url = {./Article_A_Multiple_Case_Study_of_METI_Cybersecurity_Bacasdoon,62,1225.html}, abstract = {Cyberattacks have become a serious global concern, effecting enormous losses to different sectors. In the shipping business, major companies report violations to their operations’ integrity and security, and losing great amounts of money. While the International Maritime Organization (IMO), through the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW) 1978, as amended, is yet to release a standard for the cybersecurity education and training of seafarers, some maritime education and training institutions (METIs) have acted proactively and included cybersecurity knowledge and skills in their curricular offerings. This study looked into the cybersecurity course offerings of four METIs that served as the case studies of the researchers. In particular, the following objectives were addressed: the cybersecurity knowledge and skills included in their curriculum; the importance of the cybersecurity knowledge and skills to seafarers; and the educational approaches of the METIs in delivering their topics on cybersecurity. The first and third objectives were answered using different sources of qualitative data, including document analysis, interview and direct observation. The quantitative approach, in the form of a survey questionnaire, was used to address the second objective. The METIs, though not the same in content, were found to have included cybersecurity knowledge and skills in their curriculum. These knowledge and skills were perceived to be very important by seafarers. Similar to the content of their courses, the METIs delivered their cybersecurity courses by employing varied educational approaches. To address the gap on the lack of cybersecurity course design and delivery minimum standards, a framework in the shape of a lantern is developed and proposed to guide maritime courses designers, in particular, and other course designers, in general.}, doi = {10.12716/1001.16.02.15}, issn = {2083-6473}, publisher = {Gdynia Maritime University, Faculty of Navigation}, keywords = {Maritime Cyber Security, Maritime Education and Training (MET), Maritime Education and Training Institutions (METIs), STCW Convention, Cyber Security Course, Cyber Security Course Design, Cyber Security Training, Cyber Security Knowledge and Skills} }