Combining traditional oil infrastructure with distributed renewable energy resources (DERs), including critical grid-edge assets like electric vehicle (EV) charging infrastructure that link transportation and power systems, has created hybrid energy systems that are more connected and digitally complex. These systems integrate legacy operational technologies (OT), such as SCADA, with decentralized, IoT-enabled assets that often rely on cloud-based analytics and remote connectivity. This conjunction introduces cybersecurity risks by linking historically isolated OT environments to modern, internet-exposed components, creating more entry points, inconsistent security baselines, and new attack surfaces. The resulting vulnerabilities extend beyond traditional IT-centric threat models. Conventional cybersecurity strategies, which prioritize technical controls in isolation, often fail to address systemic risks stemming from institutional fragmentation, regulatory gaps, and third-party dependencies. This study introduces a Socio-Technical Resilience Framework grounded in the Systems-Theoretic Accident Model and Processes (STAMP) and Socio-Technical Systems (STS) theory to access and mitigate cyber risks in hybrid grids. Through comparative case studies of the Colonial Pipeline ransomware event and cyber disruptions in European DER infrastructure, the paper finds that fragmented coordination, isolated threat intelligence, and weak human-system integration significantly amplify cyber impacts that undermine static, perimeter-based defense models. The study contributes a layered framework for cyber resilience that operates across three domains: (1) technical (via zero-trust architecture and distributed anomaly detection), (2) organizational (through shared situational awareness and cognitive decision-support tools), and (3) governance (by leveraging federated threat intelligence and regulatory harmonization). This multi-domain approach enhances both operational flexibility and long-term sustainability. Ultimately, the paper demonstrates that enduring cyber resilience in hybrid energy systems requires more than patching vulnerabilities. It demands a systemic rethinking of control, coordination, and design. The framework and findings offer a forward-looking roadmap for securing the energy sector against evolving threats in an era of distributed complexity.

The main goal of this work-in-progress paper is to develop a high school cybersecurity curriculum with introduction to the fundamental concepts of cyber forensics and investigation. This includes understanding various forms of multimedia data, digital evidence, ethical considerations, and the investigative process. The aim of this research paper is to empower students to critically analyze digital incidents, identify potential threats, and adopt responsible online behavior. The paper outlines a comprehensive curriculum structure, discusses the incorporation of practical exercises, case studies, and real-world scenarios to enhance students' hands-on experience and problem-solving skills. The proposed teaching methodology focuses on interactive and engaging approaches including learning technology platform (e.g. canvas or blackboard). Online modules and prerecorded video lectures will be developed so that the students can explore them as their interest. After each moule, there will be some assessments on the topics in the form of quizzes, the student will have to pass the quizzes with 80% score to go through the next modules. Recognizing the potential challenges of introducing cyber forensics at the high school level, the paper addresses concerns such as resource limitations, teacher training, and ethical considerations. It offers viable solutions and strategies to overcome these challenges, emphasizing the importance of collaboration between educators, industry professionals, and policymakers. The proposed curriculum not only equips students with essential technical skills but also fosters a culture of responsible digital citizenship.

This innovative practice WIP paper relates to the current age of advanced technology, characterized by innovations like 6G networks and multi-cloud environments, safeguarding cyberinfrastructure is of paramount importance. Simultaneously, the escalating cyber threats have exposed a significant shortfall in cybersecurity expertise. This research endeavors to develop an online intelligent training system known as “CyberSkiller.” The primary objective of CyberSkiller is to equip STEM undergraduates with the skills required to address the demands and opportunities within the cybersecurity domain. It seeks to empower individuals, leveraging their existing knowledge and backgrounds, through either augmenting their current skill set (up-skilling) or acquiring entirely new competencies (re-skilling). This work-in-progress paper presents the preliminary design of the CyberSkiller system.

This paper aims to present a comprehensive pathway for high school students in grades nine to twelve to pursue careers in cybersecurity. In an era described by way of virtual ubiquity, the paper highlights the vital importance of cybersecurity. It explores the demand for cybersecurity specialists, where there is a significant shortage of skilled professionals, and emphasizes the relevance of cybersecurity in safeguarding online sensitive information. The paper also explores key motivators for high school students, such as the allure of ethical hacking, the opportunity for innovative, hassle-fixing, and the promising profession prospects within the subject. There is a discussion about cybersecurity education for high school students, existing educational initiatives, and programs. This way, the paper presents an overview of various career pathways using cybersecurity career pathway tools. There is a discussion about the obstacles which high school students face on a regular basis in terms of cybersecurity, and some proposals about how to overcome those challenges.

In the realm of cybersecurity, a knowledge chasm exists among high school students. High school students face a significant gap in cybersecurity knowledge, essential for safeguarding the digital environment. This educational deficit renders them vulnerable to cyber threats, compromising personal and school-wide digital security. The global shortage of cybersecurity professionals exacerbates the issue, threatening future defenses against cyberattacks. This paper introduces Cyber Value-at-Risk (CVaR), a concept adapted from finance, to evaluate the risk to digital assets. It outlines a model using basic math and probability to assess and mitigate risks to these cyber assets, which include data, vulnerability, and potential negative impacts like financial or reputational loss at the time of cyber incident. The approach equates cyber assets to financial terms-assets, liabilities, and capital-to demonstrate how additional countermeasures can reduce cyber asset value. The paper emphasizes the importance of consistent cybersecurity practices, akin to the effects of compound interest, and aims to demystify cybersecurity for students using financial literacy and mathematical concepts. The paper uses the proposed method to calculate cyber risks for the prominent cyber-attacks such as Phishing, DDoS, Data breach, Ransom ware, and loT Vulnerabilities in the context of school. It further explains the value of problem based learning and provides an authentic assessment framework to establish a practical learning of cybersecurity concepts for high school students. Finally, it advocates for the integration of security measures in internet use, covering authentication, authorization, encryption, firewall, secure connections, and systems' upgrade to reduce cyber risks. With the rise of online education, gaming, social media, and digitalization, cyber awareness is crucial for high school students. The criticality of internet security is making cyber knowledge an urgent educational priority. Due to growing demand of loT and artificial intelligence (AI), the paper suggests future research about explaining cyber risks to high school students using machine learning, human behavior, and system anomalies.

These days the continuous use of the cloud data centers has been increased, which augmented the consumption of energy as a whole heap. The main concerns of green cloud computing are reducing and managing large amount of energy uses. In this paper, we propose a new algorithm for energy efficient task scheduling in green cloud operation. The proposed algorithm uses the Dynamic Voltage and Frequency Scaling (DVFS) and DVFS enabled Efficient energy Workflow Task Scheduling (DEWTS) in calculating the order of tasks and assigns it to the processor nodes. The algorithm helps in utilizing the idle slots of CPU without violating the constraints in the whole process. Slack time is optimized by merging inefficient processors, and the deadline is computed based on the finish time of the task heterogeneously. The containerization is used with Kubernetes as a package instead of Virtual Machines (VMs), which has advantages over the Docker Swarm. The initial result shows that the novel hybrid scheduling algorithm reduces approximately fifty percent of energy consumption balancing the scheduling task in parallel applications, but not in serial tasks.

To support mobile, eyes-free web browsing, users can listen to ‘playlists’ of web content— aural flows . Interacting with aural flows, however, requires users to select interface buttons, tethering visual attention to the mobile device even when it is unsafe (e.g. while walking). This research extends the interaction with aural flows through simulated voice commands as a way to reduce visual interaction. This paper presents the findings of a study with 20 participants who browsed aural flows either through a visual interface only or by augmenting it with voice commands. Results suggest that using voice commands reduced the time spent looking at the device by half but yielded similar system usability and cognitive effort ratings as using buttons. Overall, the low-cognitive effort engendered by aural flows, regardless of the interaction modality, allowed participants to do more non-instructed (e.g. looking at the surrounding environment) than instructed activities (e.g. focusing on the user interface).