Introduction

This journal aims to analyze the quality of Technology Competence seen in Government workers and the private sector.  To ensure that a set of standards be maintained, the article aims to find the level of technological aptitude necessary to counter cyber-terrorism for the Department of Homeland Security to approve and use for training and education.  In specific, the research question the article poses is: “How can DHS receive consistent, updated, and relevant technology workforce training for their intelligence and counterterrorism professionals” (Black).

Methods and Data

The study done in the article lasted over the course of multiple years comprising multiple articles examining different types of technology and competency in those fields, interviews with professionals in said fields, and surveys.  Through survey percentages and minding comments of professionals the researchers found a vast difference between private and government sector standards for training and education in tech competency.  Particularly alarming was the lack of tracking the government does on the education of its employees which had some feeling as if they were “on their own” (Black).

Social Sciences, Cybersecurity, and Society

There are many parts of this article which relate to the teachings found in this course with the principles of social science and cybersecurity.  In the module 8 powerpoint it was discussed how sociology and cybersecurity relate with a slide specifically describing the responsibility of a nation to “develop policies and standards for cybersecurity” (Yalpi, 8, 13).  The article is specifically about the Department of Homeland Security, a government agency, and its need to develop new standards to maintain cybersecurity through improving education amongst those trained to counter crime and terrorism to protect common users and national interest.  By improving standards as suggested in the article, cybersecurity can be improved by minimizing errors through the use of training and education to mitigate human factors that may harm organizations and users (Yalpi, 7, 15-19).  While educational requirements are expected to vary across occupations (Yalpi, 5, 22), it is still imperative to redefine modern standards in the face of modern and rapidly changing technology to protect society.  Government agencies should be the first line of defense in cybersecurity, especially when groups such as the elderly exist who may struggle to understand technology and what measures they need to take to be digitally safe.

Conclusion

This journal aims to aid agencies such as the Department of Homeland Defense in creating new standards for cybersecurity education to more effectively counterterrorism by rectifying the lack of professionals with proper, consistent, and timely training and education.

References

Black, M., Obradovic, L., House, D. (2024). Behind the curve: technology challenges facing the homeland intelligence and counterterrorism workforce, Journal of Cybersecurity, 10(1), doi: https://doi.org/10.1093/cybsec/tyae002

Yalpi, D. CYSE 201S (Module 5) Applying Psychological Principles of Cyber Offending, Victimization, and Professionals. Old Dominion University. 22.

Yalpi, D. CYSE 201S (Module 7) Cybersecurity and the Social Dimensions of Data Science. Old Dominion University. 15-19.

Yalpi, D. CYSE 201S (Module 8) Social Dynamics, Social Structures, and Cybersecurity. Old Dominion University. 13.