  This paper presents a national case study-based analysis of the numerous
dimensions to cybersecurity education and how they are prioritised, implemented
and accredited; from understanding the interaction of hardware and software,
moving from theory to practice (and vice versa), to human factors, policy and
politics (as well as various other important facets). A multitude of model
curricula and recommendations have been presented and discussed in
international fora in recent years, with varying levels of impact on education,
policy and practice. This paper address three key questions: i) what is taught
and what should be taught for cybersecurity to general computer science
students; ii) should cybersecurity be taught stand-alone or in an integrated
manner to general computer science students; and iii) can accreditation by
national professional, statutory and regulatory bodies enhance the provision of
cybersecurity within a body's jurisdiction?
  Evaluating how cybersecurity is taught in all aspects of computer science is
clearly a task of considerable size, one that is beyond the scope of this
paper. Instead a case study-based research approach -- primarily focusing on
the UK -- has been adopted to evaluate the evidence of the teaching of
cybersecurity within general computer science to university-level students.
Thus, in the context of widespread international computer science/engineering
curriculum reform, what does this need to embed cybersecurity knowledge and
skills mean more generally for institutions and educators, and how can we teach
this subject more effectively? Through this UK case study, and by contrasting
with related initiatives in the US, we demonstrate the positive effect that
national accreditation requirements can have, and offer some recommendations
both for future research and curriculum developments.
