Enhancing Introductory Cybersecurity Learning: A Design-Based Research Case Study

<p>This study employs a design-based research (DBR) framework to examine the impact of a comprehensive curriculum redesign in an introductory Foundations of Security module for undergraduate students in computing and cybersecurity at a UK public university between 2019 and 2025. The redesign aimed to enhance student learning, engagement, and critical thinking through the embodiment of evidence-based pedagogical strategies, including flipped classroom delivery, blended learning, gamified practical exercises, repeated low-stakes mock assessments, and structured problem-solving activities. Student feedback, assessment outcomes, attendance records, and faculty reflections were analysed to evaluate the effectiveness of the redesign. The results indicate substantial improvements in student engagement and attendance, assessment performance (with average grades increasing by 2 percentage points and a Cohen’s d effect size of 0.34), pass rates, and overall performance. Students also reported greater academic independence and increased satisfaction with the module’s interactivity. The findings highlight the value of theoretically grounded, design-based curriculum innovation in strengthening introductory cybersecurity learning and offer practical insights for higher education educators seeking to enhance student-centred learning outcomes.</p>