METAPHORICAL VOCABULARY AND THREAT PERCEPTION IN CYBERSECURITY EDUCATION: COGNITIVE FRAMING, LEARNING PROCESSES, AND PEDAGOGICAL IMPLICATIONS

Abstract

Cybersecurity education involves teaching abstract and technically complex concepts such as malware behavior, network vulnerabilities, encryption, and cyberattacks. Because these processes are not directly observable, educators frequently rely on metaphorical vocabulary (e.g., “virus,” “firewall,” “attack,” “hacker,” “backdoor”) to support learner understanding