Teaching by Doing: Integrating Learning Theories with Cybersecurity Pedagogy

Authors

Sinovuyo Mzanywa, Nelson Mandela University, South Africa

Lynn Futcher, Nelson Mandela University, South Africa

Published in

IST-Africa 2026 Conference Proceedings

ISSN: 2576-8581

ISBN: 978-1-905824-76-2

DOI: https://doi.org/10.67725/IST-Africa.2026.VHMD1223

Publisher

IST-Africa Institute and IIMC International Information Management Corporation Ltd

Published in Ireland

Abstract

Active learning experiences are essential for cultivating practical skills, particularly for students in technology and computer-related fields. This paper aims to synthesise learning theories and pedagogical approaches relevant to hands-on cybersecurity education and to provide practical design guidance that supports industry-aligned skill development. A qualitative systematic literature review was conducted on peer-reviewed journal articles and theoretical literature published between 2020 and 2025 across four databases: IEEE Xplore, Web of Science, Scopus, and ScienceDirect. Key learning theories identified include experiential learning, constructivism, social learning, and cognitive apprenticeship. The literature highlights effective pedagogical approaches such as laboratory-based learning, problem-based learning, collaborative and peer learning, mentorship, and brain compatible learning, all fostering structured, contextual, and meaningful opportunities for skill development. The findings emphasise the connection between theory and practice and provide guidance for designing hands-on cybersecurity learning experiences that enhance technical proficiency, critical thinking, and readiness for real-world cybersecurity challenges.

Keywords

Active learning, hands-on learning, cybersecurity education, learning theories, pedagogical approaches, experiential learning

Cite this paper

S. Mzanywa and L. Futcher (2026) "Teaching by Doing: Integrating Learning Theories with Cybersecurity Pedagogy", IST-Africa 2026 Conference Proceedings, Miriam Cunningham and Paul Cunningham (Eds), IST-Africa Institute and IIMC, 2026, ISSN: 2576-8581, ISBN: 978-1-905824-76-2, https://doi.org/10.67725/IST-Africa.2026.VHMD1223

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