Cybersecurity in Agriculture Education: Beyond Technological Competence

by Samson Adeoye --

With the increasing digitization of agriculture, cybersecurity has become an essential component of the agriculture curriculum (Drape et al., 2021). Agricultural educators at the convergence of agriculture sciences and technology applications need to integrate cyberbiosecurity principles into their curriculum to prepare students to protect digital and biological systems from cyber threats. This integrative education is important not only for protecting sensitive agricultural data but also for ensuring the safety of food supply chains and the development of durable skills (Aniagolu, 2024). The integration of cybersecurity into the agricultural curriculum not only has the benefit of preparing students for technical challenges but also fosters essential soft skills such as collaboration, leadership, and continuous learning. Embedding cybersecurity in agricultural curriculums can transform and empower agricultural students in several ways.

Fostering Collaboration: Cybersecurity in agriculture demands a multidisciplinary approach. By incorporating cyberbiosecurity topics into the curricula, educators can encourage students to work across different areas of expertise. This collaborative learning environment helps students to develop team-oriented skills and a holistic understanding of agricultural challenges (Scherer, 2020).

Cultivating Leadership: Leadership in the modern agricultural sector requires not only knowledge of traditional farming techniques but also a command of digital tools and security measures (McKinsey & Company, 2022). By teaching cybersecurity, agriculture students are empowered to take initiative and lead efforts to safeguard leadership behavior.

Encouraging Continuous Learning: Cybersecurity is a rapidly evolving field, and integrating it into agriculture education ensures that learning doesn’t end in the classroom. It instills a mindset of continual learning and adaptation, which is crucial for staying ahead in today’s fast-paced technological advancements.

By integrating cyberbiosecurity elements in agriculture curriculums, educators can ensure that graduates are not only proficient in traditional agriculture and community development techniques but also adept with soft skills and familiar with advanced technologies and the implications of their use. This approach not only prepares students for careers in agriculture but also equips them to contribute to the digital economy and the security and efficacy of the global food supply chain as well as the modern job market where technology skills are increasingly sought after (Drape et al., 2021; White, 2023).

Agriculture faculty can enhance their programs by considering some critical areas to prepare students to navigate the technologically advanced landscape of modern agriculture effectively.

Related courses on cyberbiosecurity should innovatively provide fundamental knowledge about the intersection of cybersecurity biosecurity, and agricultural technology (Adeoye et al., 2024; Johnson et al., 2023). This integration helps students appreciate the vulnerabilities and risks associated with digital and biological systems and data. Instructors should emphasize practical scenarios, systems thinking, interdisciplinarity, and current issues to foster engaged learning inside and outside the classroom. Through cyberbiosecurity knowledge, agricultural students can become cybersecurity aware, employing relevant cyber hygiene practices, collaborative and leadership skills,  and exploring the importance of secure networks, and the implication of data breaches in agriculture as a critical infrastructure sector (Adeoye et al., 2024).

 

References

Adeoye, S. O., Lindberg, H., Bagby, B., Brown, A. M., Batarseh, F., Kaufman, E. K. (2024). Cyberbiosecurity workforce preparation: Education at the convergence of cybersecurity and biosecurity. NACTA Journal, 67(1), 341-351. https://doi.org/10.56103/nactaj.v67i1.151  

Aniagolu, D. (2024, March 5). The need for cybersecurity in agriculture. https://www.tripwire.com/state-of-security/need-cybersecurity-agriculture

Drape, T., Magerkorth, N., Sen, A., Seibel, M., Murch, R. S. & Duncan, S. E. (2021). Assessing the role of Cyberbiosecurity in agriculture: A case study. Frontiers in Bioengineering and Biotechnology, 9. https://doi.org/10.3389/fbioe.2021.737927  

Johnson, K, Drape, Drape, T., Oakes, J., Simpson, J., Brown, A., Westfall_Rudd, D. M. (2023). An interdisciplinary approach to experiential learning in cyberbiosecurity and agriculture through workforce development. Cybersecurity, Research, & Practice, 2024(1). https://doi.org/10.32727/8.2023.26  

McKinsey & Company. (2022, August 17). What is leadership? https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-leadership#/

Scherer, H. H. (2020). Initiating the rural cyberbiosecurity workforce pipeline through empowering agricultural educators and supporting middle school girls. USDA Research, Education & Economics Information System. https://portal.nifa.usda.gov/web/crisprojectpages/1023280-initiating-the-rural-cyberbiosecurity-workforce-pipeline-through-empowering-agricultural-educators-and-supporting-middle-school-girls.html  

White, M. (2023). Preparing the future food and agriculture workforce: Trends in agricultural-related degrees and certifications from U.S. post-secondary institutions. farmdoc daily, 13(54). Department of Agricultural and Consumer Economics, University of Illinois at Urbana-Champaign. https://farmdocdaily.illinois.edu/2023/03/preparing-the-future-food-and-agricultural-workforce-trends.html   

Acknowledgment

Image from Virginia Tech News  

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