Abstract
The availability of an education system capable of developing skills, and thus a trained workforce with cyber-competence, is a prerequisite for avoiding cyber-attacks on a country’s critical infrastructure. Hiring foreign workers or outsourcing some operations is possible, but this is not a long-term solution and poses other problems. The available literature provides recommendations for creating a nationwide development, but little is known about the variables affecting the growth of <b><i>cybersecurity education</i></b> in developing countries like Yemen. Using data from 19 semi-structured meetings with academic officials from seven universities and academic entities, and then qualitative analysis these data, this article discusses the <b><i>determinants</i> </b>of <b><i>cybersecurity education</i></b>, and approaches to improve <b><i>cybersecurity education</i></b>. To enhance current preparation, there is an urgent need for a national <b><i>cybersecurity education</i></b> strategy, which supports a number of initiatives and creates a multi-stakeholder space, where government, <b><i>labor market</i></b>, and academia can actively work together to meet national <b><i>cybersecurity education</i></b> requirements. Also, there is needed to complete the preparations to promote research and development skills and cybersecurity <b><i>awareness</i></b> while enhancing educator training and academic cybersecurity programse.
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