As global connectivity continues to expand, the demand for a highly skilled cybersecurity workforce capable of protecting critical digital infrastructure has become increasingly urgent. This study investigates the competencies required for effectively teaching cybersecurity in federal universities in South-Eastern Nigeria from the perspectives of Computer Education lecturers and industrial experts. An explanatory sequential mixed-methods design was adopted involving 47 lecturers and three purposively selected industry experts. Quantitative data were collected using the Competencies in Cybersecurity Questionnaire (CCQ), while qualitative data were obtained through a semi-structured interview protocol to provide deeper insights into the survey findings. The findings show strong consensus on the importance of both network and application security competencies. Key competencies for network security include proficiency in multiple operating systems, network segmentation, and intrusion detection, while application security competencies emphasise access control, vulnerability identification, cryptographic management, and secure coding practices. Qualitative insights further highlight the importance of practical skills, real-world application, and alignment with industry expectations. The study contributes to cybersecurity education by providing a context-specific competency framework that integrates academic and industry perspectives. It explains the need for curriculum reform, enhanced practical training, and continuous professional development for lecturers. These findings have important implications for policy and practice, particularly in strengthening university–industry collaboration and improving the alignment between cybersecurity education and labour market demands in Nigeria.
Uba et al. (2026) studied this question.