The health care sector faces growing and evolving cybersecurity threats and pressing need to enhance its cybersecurity education programmes. Many research study confirms the growing gap of cybersecurity and digitalisation know-how for the healthcare professionals. Robust cybersecurity education is crucial to equipping healthcare professionals with the knowledge and skills necessary to safeguard sensitive patient information and maintain the integrity of healthcare systems. This paper presents a master's programme titled “Managing Digital Transformation in the Health Sector” (ManagiDiTH) jointly implemented by universities in four different countries. The innovative master's programme includes 3 focus areas- health sector skills, societal skills and digital skills. The ManagiDiTH programme integrates cybersecurity education into a broader framework of digital transformation skills for health professionals with interconnectedness of cybersecurity and healthcare innovation. The programme emphasises practical learning through hands-on exercises and case studies, allowing students to apply cybersecurity principles to real-world healthcare scenarios. It also fosters collaboration among students from diverse backgrounds, encouraging the exchange of knowledge and the development of a comprehensive understanding of cybersecurity threats and mitigation strategies. The ManagiDiTH framework addresses the very specific cybersecurity challenges faced by the healthcare sector, including data breaches, ransomware attacks, and the increasing use of technology in patient care. It equips healthcare students including nurses with the necessary skills to identify and respond to these threats, as well as to conduct risk assessments and implement cybersecurity best practices. The paper presents the novel education programme that combines cybersecure digitalisation aspects of critical field of the health care.

This study explores and delves into Laurea University of Applied Science's cybersecurity education programme and its associated research, development, and innovation action (R&D&IA) initiatives. Laurea's cybersecurity programme stands out for its innovative approach that seamlessly integrates academic pursuits with real-world industry needs and innovation projects. The program goes beyond traditional teaching methods. Research by Laurea faculty explores how to effectively incorporate research elements into the curriculum, aligning with the university's “Learning by Developing” and “Resilient Learning” philosophies. These concepts find practical application in the “Work-Life Practices” cybersecurity training module. This forward-thinking approach offers several benefits. Integrating international research projects and industry partners into the curriculum exposes students to cutting-edge knowledge and fosters a culture of research within higher education. It also emphasizes the resilience of educational systems in the face of evolving challenges. Students gain valuable experience in a dynamic learning landscape, honing not just technical skills but also crucial soft skills like communication, teamwork, and respecting diversity. The article presents the empirical research and experiences of research study journey. Nevertheless, it is important to acknowledge that the effective integration of research elements into the curriculum may necessitate increased effort and commitment from faculty members. Laurea's cybersecurity education module is an excellent example of how higher education institutions can effectively combine learning, research-innovation, and industry collaboration. This approach offers students a unique opportunity to learn about cybersecurity at a practical level while benefiting companies in terms of future talent recruitment and knowledge exchange. This innovative module was recognized with Laurea's 2022 R&D&I Innovation Award, a testament to its exceptional integration of research, development, and innovation into the learning process. Laurea's approach to cybersecurity education demonstrates a successful model for preparing students for industry demands and working-life readiness. Their experiences serve as valuable inspiration and provide best practices for other educational institutions striving to align their programmes with industry and working-life needs in our digital age.

This article explores the pedagogical approach introduced during the COVID-19 pandemic, which is suitable for both e-learning and face-to-face learning. First, this paper presents a multi-case study approach that integrates the teaching mission of a higher education institution to serve both basic and applied research. Next, this paper presents how this approach has been used to integrate the Horizon 2020 project and education during the COVID-19 pandemic. While the COVID-19 pandemic was the biggest challenge, it also provided an opportunity to adopt new pedagogical approaches to facilitate an e-learning environment. With the COVID-19 pandemic, the tools of e-learning and EU Framework Programme projects have become integrated: Teams and Zoom are both the main means of communication in remote meetings and e-learning. Professional and academic conferences have moved online and will continue in hybrid form. Many conferences have a low attendance fee for students. The threshold for student participation in conferences is lowering.

This article targets the design process of ethical guidelines for the SHAPES project (Smart and Healthy Aging through People Engaging in Supportive Systems) which is a H2020 Innovation Action project. The aim of the project is to build solutions that can make it easier for older individuals to live at home, such as, robots, wearables and sensor technologies that apply artificial intelligence (AI). The guiding method of the design process of ethical guidelines is Alan Hevner’s Design Science Research. Theoretical background consists of a form of literature overview, which contains the most relevant ethical theories and research on AI ethics, machine ethics and human rights. This article introduces the process of building the ethical guidelines for the SHAPES project and further discussion if providing guidelines is the sufficient tool to developers to take ethical action in development of the AI systems. The SHAPES guidelines include the following themes; accountability, transparency and explainability, diversity, inclusion and fairness, safety and security and societal wellbeing and humanity.

Internet of Things (IoT) and Cyber-Physical Systems (CPS) are an expansive heterogeneous field, where technologies are replaced faster than the engineering staff. As a consequence, traditions for education and graduation of engineers of IoT and CPS are not yet established. Cybersecurity is essential for new innovations, economic growth and public safety. On the other hand, Center for Cyber Safety and Education estimates that by 2022 there is a deficit of 350 000 cybersecurity specialists in the private sector in Europe. This paper has two contributions: First, it presents an example how an industry-university collaboration on IoT cyber security education could be organized. Then, the data be produced during the collaboration course is analyzed and compared to literature for answering to the main research question: How can future educational competences with regard to resilient cyber-physical systems be understood? Due to the multifaceted nature of the cybersecurity, previous development of degree programmes tend to synthesize either technical or societal subjects. Real multi-disciplinary synthesis has remained complicated. Our main conclusion is that future competences with regard to CPS are multidisciplinary including many industrial sectors and academic disciplines as well as multiple theories. On the other hand, traditional security thinking is not possible within new heavily interconnected systems of systems, and we should move towards resilience thinking.

Healthcare is a vital component of every nation's critical infrastructure, yet it is one of the most vulnerable sector for cyber-attacks. To enforce the knowledge on information security processes and data protection procedures, educational and training schemes should be establishedfor information technology (IT) staff working in healthcare settings. However, only training IT staff is not enough, as many of cybersecurity threats are caused by human errors or lack of awareness. Current awareness and training schemes are often implemented in silos, concentrating on one aspect of cybersecurity at a time. Proactive Resilience Educational Framework (Prosilience EF) provides a holistic cyber resilience and security framework for developing and delivering a multilateral educational and training scheme based on a proactive approach to cybersecurity. The framework is built on the principle that education and training must be interactive, guided, meaningful and directly relevant to the user' operational environment. The framework addresses capacity mapping, cyber resilience level measuring, utilizing available and mapping missing resources, adaptive learning technologies and dynamic content delivery. Prosilience EF launches an iterative process of awareness and training development with relevant stakeholders (end users - hospitals, healthcare authorities, cybersecurity training providers, industry members), evaluating the framework via joint exercises/workshops andfurther developing the framework.

Externally funded research, development and innovation (RDI) projects can be seen as a learning environment creating new skills and competencies for students, teachers, researchers, companies and public organizations. Laurea University of Applied Sciences' RDI project model develops academic knowledge and competencies by solving real problems in real-life situations. This paper describes how this learning process is realized and integrated into a RDI project in an environment, where students from various degree programmes were creating demonstrations for evaluating the project outcomes. These demonstrations were planned within the Multi-Agency Cooperation in Cross-Border Operations (MACICO) project and were held during Viksu 2014 International Camp for Young Firefighters. The demonstrations will result in five theses. Narrative interviews of the students gave knowledge on how learning has happened in such environment, what kind of competences the students have gained and what should be taken into account when creating similar learning environments. Especially the good experiences from co-operation between the students encourages to combine students from different orientations into multidisciplinary teams.

The research question of this case study is to observe the educational functionality of research and development related (R&D) learning in externally funded (R&D) projects in perspective of peer-group mentoring. In this study, educational functionality of integrative learning approach called learning by R&D for regional-global research collaboration in externally funded R&D project integrated with vocational teacher studies was investigated.

Public protection and disaster relief (PPDR) operations are increasingly more dependent on networks and data processing infrastructure. Incidents such as natural hazards and organized crime do not respect national boundaries. As a consequence, there is an increased need for European collaboration and information sharing related to public safety communications (PSC) and information exchange technologies and procedures - and trust is the keyword here. According to our studies, the topic “trust-building” could be seen as the most important issue with regard to multi-agency PPDR cooperation. Cyber security should be seen as a key enabler for the development and maintenance of trust in the digital world. It is important to complement the currently dominating “cyber security as a barrier” perspective by emphasizing the role of “cyber security as an enabler” of new business, interactions, and services - and recognizing that trust is a positive driver for growth. Public safety infrastructure is becoming more dependent on unpredictable cyber risks. Everywhere, present computing means that PPDR agencies do not know when they are using dependable devices or services, and there are chain reactions of unpredictable risks. If cyber security risks are not made ready, PPDR agencies, like all organizations, will face severe disasters over time. Investing in systems that improve confidence and trust can significantly reduce costs and improve the speed of interaction. From this perspective, cyber security should be seen as a key enabler for the development and maintenance of trust in the digital world, and it has the following themes: security technology, situation awareness, security management and resiliency. Education is the main driver for complementing the currently dominating “cyber security as a barrier” perspective by emphasizing the role of “cyber security as an enabler”.

The Framework Programmes (FPs) for Research and Technological Development (R&TD) are funding programmes created by the European Union/European Commission to support and foster research in the European Research Area (ERA). International R&TD projects play an increasing part in many organizations' R&TD investments. Technology developers of all organizations (industrial companies, small and medium-sized enterprises, research organizations, universities, governmental agencies, etc.) should know how the European innovation system works. In Laurea University of Applied Sciences' study module “International innovation work of information systems”, both students and teachers work as a part of an international research consortiumproducing new knowledge and other research outcomes utilizing methodological continuums, such as: understanding; innovating; demonstrating; building; testing; improving; functionalizing; transforming; experiencing; evaluating; implementing; and disseminating. During the study module, all participants (students and teachers) learn (1) what kind is the European innovation system and how to act as a part of it, (2) how to apply service innovation and design tools for developing value proposition, (3) and latest competences and substance knowledge in the field of information systems.