Abstract:

This article focuses on the use of the Capture the Flag (CTF) and other types of cyber security competitions in the teaching and learning of informatics in 2020-2023 in Estonia. The CTF and other competition testing formats offer a hands-on approach where participants tackle various tasks like jeopardy (approach is based on constructivist learning theory, where learners build their knowledge through experience and hands-on activities). The study also draws on the theory of the digital divide, which deals with differences in people's ability to access and use digital technologies.

On the empirical study part it includes the design of CTF tasks, the organization of competitions, and the monitoring of participants' activities, analyzing the results and comparing top achievers to top non-achievers' differences and similarities. The assignments are designed to cover a variety of cybersecurity topics that beginners can tackle, such as cryptography, online search, logic, problem-solving, and network and applications security. In 2020-2023, 15,000 students aged 7-12 have filled out the competition forms - this means 22% of all schools in the given country participate in the competitions.

The results of the study show that girls' skills and participation in CTF competitions are limited, and there are similar challenges for non-native learners. Only 17% of participants can be classified as talented, indicating that a large portion of participants do not achieve high-level results. This has remained constant over the years, indicating systemic challenges in the education system of the country.

Based on the research, we propose several measures. First of all, it is important to increase inclusion and support diversity in interest towards IT as well as CTF competitions. Secondly CTF tasks and competitions need to be developed and adapted to be accessible and engaging for a wider audience, for example through a story, rather than separate exercises. Thirdly it should be more linked to both university or vocational school curriculum and real working problem solving of cyber security specialists.

The integration of these proposed modifications is paramount in facilitating the participation of female students in the domains of Information Technology and cybersecurity, areas traditionally overshadowed by male predominance. The construction of a curriculum that is inclusive, narrative-driven, and directly pertinent to real-world applications is envisioned to dismantle prevailing barriers, thereby fostering a heterogeneous cohort of emerging talents. This initiative is particularly geared towards ensuring that female participants are not merely included but are also actively empowered to thrive in Capture The Flag (CTF) contests and cybersecurity vocations.

In underscoring the inclusion of female students within this pedagogical framework, we acknowledge and value their inherent capabilities and distinctive viewpoints, which have been historically marginalized in the spheres of IT and cybersecurity. The deliberate customization of our educational strategy seeks not just to advocate for diversity as an abstract ideal but to effectively leverage the complete spectrum of student potential. This approach is rooted in the understanding that female students contribute unique strengths and insights, which are indispensable for driving innovation and ensuring the robustness of the cybersecurity domain.

Keywords:

Game based learning, gamification, cyber security, talent hunt, diversity.