Volume 4
Abstract: This paper investigates the development, implementation, and pedagogical efficacy of AI-generated case studies and scenarios for cybersecurity ethics education. Employing a generative AI model, we developed learning materials for a cybersecurity ethics course, emphasizing a collaborative human-AI approach that resulted in a series of realistic and complex scenarios. These scenarios address core ethical concepts, foster critical thinking, and demonstrate adaptability to diverse learning preferences while maintaining relevance to contemporary cybersecurity challenges. While challenges such as advanced terminology use were identified through qualitative feedback, they were addressed through targeted interventions. This work situates itself within a posthumanist inquiry framework, exploring the evolving, co-constitutive relationship between human and non-human entities in educational contexts. Findings from a pilot implementation (n=23) indicate that the AI-generated scenarios significantly enhanced student engagement and perceived learning outcomes, with over 90% of participants reporting improved comprehension of core concepts and critical thinking proficiencies. This study contributes to the discourse on the intersection of AI, cybersecurity, and education, highlighting the potential of posthumanist pedagogical approaches. Download this article: CPPJ - V4 N1 Page 24.pdf Recommended Citation: Straight, R., Lowery, J., Poehlman, D., Yowika, W., (2025). Reshaping Cybersecurity Ethics Education: Evaluating a Posthumanist Pedagogy Using Human/AI Co-Generated Case Studies. Cybersecurity Pedagogy and Practice Journal 4(1) pp 24-34. https://doi.org/10.62273/DTJD9647 | ||||||