Current Issue
Volume 5, No. 1 - April 2026
| 4 |
Enhancing Student Learning in Information Security Courses: Integrating Generative AI, Critical Thinking, and Case-Based Pedagogy
Gary Yu Zhao, Northwest Missouri State University Cindy Zhiling Tu, Northwest Missouri State University Joni Adkins, Northwest Missouri State University |
| 17 |
Excessive Equating: An Exploration of Knowledge Unit (KU) Curricular Load for CAE-CD Program Design and Evaluation
Kasey Miller, University of North Carolina Wilmington Kevin Matthews, University of North Carolina Wilmington Ulku Clark, University of North Carolina Wilmington Geoff Stoker, University of North Carolina Wilmington |
| 41 |
Arizona’s CyberSupply: Identifying Gateway-to-Cybersecurity and Cybersecurity Courses and Pathways in Secondary Education
Paul Wagner, University of Arizona Robert Honomichl, University of Arizona Crystal Beasley, University of Arizona Thomas Reid, University of Arizona Logan Bradford, University of Arizona Alexandra Urbaszewski, University of Arizona |
| 52 |
Linking Security Self-Efficacy and Communication Networks to Perceived Success in Cybersecurity Tabletop Exercises
Shawn F. Close, University of Montana Theresa Floyd, University of Montana Ryan T. Wright, University of Virginia Patricia Akello, University of Montana Reda Haddouch, University of Montana |
| 79 |
Semantic Technologies for Cybersecurity Education Competencies: JSON-LD Implementation of Distributed Learning Analytics
Ryan Straight, University of Arizona Aaron Escamilla, University of Arizona |
| 104 |
Enhancing Cybersecurity Awareness in Business Students through Gamified Learning
Mubashrah Saddiqa, University of Southern Denmark Marie Louise Haagensen, Business Academy Dania Niels Østergaard, Business Academy Dania |
About CPPJ
ISSN#: 2832-1006
Submissions to CPPJ are accepted via two different paths. The first path is via
direct submissions at https://iscap.us/papers
. The second submission route is via the
ISCAP annual conference .
All submissions (direct or via the annual conference) are subjected to a double-blind, peer review process,
where reviewers do not know the names and affiliations of paper authors,
and paper authors do not know the names and affiliations of reviewers.
All submissions (articles, teaching tips, and teaching cases & notes) to the
journal will be refereed by a rigorous evaluation process involving at least three blind
reviews by qualified academic, industrial, or governmental computing professionals.
Submissions will be judged not only on the suitability of the content but also on
the readability and clarity of the prose.
Currently, the acceptance rate for the journal is under 35%.
August 2025 Update - we are pleased to announce that Cabell's has reviewed CPPJ and CPPJ will appear in their future updates as a listed journal.
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