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Abstract: This work, based on my dissertation (Esmaili, 2024), investigates the growing knowledge gap between vocational cybersecurity education and the cybersecurity industry, driven by rapid technological advancements and the increasing demand for skilled professionals. This gap challenges educators' ability to deliver current and relevant training, limiting their capacity to prepare students for the dynamic and evolving needs of the cybersecurity field (Yusuf, 2024). Absorptive capacity (ACAP)-the ability to recognize, assimilate, and apply external knowledge-serves as the conceptual framework to address this challenge. By integrating perspectives on absorptive capacity, knowledge creation, and collaboration, this study examines mechanisms that enhance effective learning within partnerships between vocational education programs and the cybersecurity industry. This research employs an action research methodology, structured across four iterative cycles: i) establishing partnerships, ii) implementing collaborative learning environments, iii) engaging educators as active learners, and iv) developing an innovation lab for knowledge co-creation. Data were collected through semi-structured interviews with educators, students, and cybersecurity professionals, and analyzed using open and axial coding to identify key themes and mechanisms. The findings show that trust-building, participatory decision-making, informal communication, and cross-functional activities are essential for strengthening educators' ability to integrate new knowledge. Educators' active involvement as learners proved crucial in bridging the knowledge gap and aligning curricula with the practical demands of the cybersecurity industry. The innovation lab emerged as a platform for knowledge cocreation, fostering meaningful collaboration between students, educators, and professionals. This research contributes to the literature by addressing gaps in ACAP implementation and emphasizing collaborative approaches to industry-education alignment. Key recommendations include promoting continuous professional development for educators, implementing co-creative learning models, and aligning cybersecurity education with industry needs to ensure future-proof training programs.
Keywords: Cybersecurity education, Absorptive capacity, Industry-education collaboration, Knowledge development, Action research
1. Introduction
Within the cybersecurity vocational program at the Amsterdam University of Applied Sciences (AUAS), an increasing knowledge gap between cybersecurity educators and the professional cybersecurity field, has been noted. Technological advancements occur at such a rapid pace that the industry continually demands new skills from educators. However, the heavy workload of educators often limits opportunities for ongoing professional development. As a result, educators often teach skills that are not fully aligned with current industry developments (Yusuf, 2024).
Collaboration between vocational education and the business sector...