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General data protection regulation (GDPR) entered into force in May 2018 for enhancing personal data protection. Even though GDPR leads toward many advantages for the data subjects it turned out to be a significant challenge. Organizations need to implement long and complex changes to become GDPR compliant. Data subjects are empowered with new rights, which, however, they need to become aware of. GDPR compliance is a challenging matter for the relevant stakeholders calls for a software platform that can support their needs. The aim of data governance for supporting GDPR (DEFeND) EU project is to deliver such a platform. The purpose of this paper is to describe the process, within the DEFeND EU project, for eliciting and analyzing requirements for such a complex platform.

The platform needs to satisfy legal and privacy requirements and provide functionalities that data controllers request for supporting GDPR compliance. Further, it needs to satisfy acceptance requirements, for assuring that its users will embrace and use the platform. In this paper, the authors describe the methodology for eliciting and analyzing requirements for such a complex platform, by analyzing data attained by stakeholders from different sectors.

The findings provide the process for the DEFeND platform requirements’ elicitation and an indicative sample of those. The authors also describe the implementation of a secondary process for consolidating the elicited requirements into a consistent set of platform requirements.

The proposed software engineering methodology and data collection tools (i.e. questionnaires) are expected to have a significant impact for software engineers in academia and industry.

It is reported repeatedly that data controllers face difficulties in complying with the GDPR. The study aims to offer mechanisms and tools that can assist organizations to comply with the GDPR, thus, offering a significant boost toward the European personal data protection objectives.

This is the first paper, according to the best of the authors’ knowledge, to provide software requirements for a GDPR compliance platform, including multiple perspectives.

This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge acquirement of undergraduate students in academic programs.

The approach involves integrating interactivity, gamification, self-directed and collaborative learning attributes using a CTF hosting platform for cybersecurity education. The proposed methodology includes the deployment of a pre-engagement survey for selecting the appropriate CTF challenges in accordance with the skills and preferences of the participants. During the learning phase, storytelling elements were presented, while a behavior rubric was constructed to observe the participants’ behavior and responses during a five-week lab. Finally, a survey was created for getting feedback from the students and for extracting quantitative results based on the attention, relevance, confidence and satisfaction (ARCS) model of motivational design.

Students felt more confident about their skills and were highly engaged to the learning process. The outcomes in terms of technical skills and knowledge acquisition were shown to be positive.

As the number of participants was small, the results and information retrieved from applying the ARCS model only have an indicative value; however, specific challenges to overcome are highlighted which are important for the future deployments.

Educators could use the proposed approach for deploying an engaging cybersecurity learning experience in an academic program, emphasizing on providing hands-on practice labs and featuring topics from real-world cybersecurity cases. Using the proposed approach, an educator could also monitor the progress of the participants and get qualitative and quantitative statistics regarding the learning impact for each exercise.

Educators could demonstrate modern cybersecurity topics in the classroom, closing further the gap between theory and practice. As a result, students from academia will benefit from the proposed approach by acquiring technical skills, knowledge and experience through hands-on practice in real-world cases.

This paper intends to bridge the existing gap between theory and practice in the topics of cybersecurity by using CTF challenges for learning purposes and not only for testing the participants’ skills. This paper offers important knowledge for enhancing cybersecurity education programs and for educators to use CTF challenges for conducting cybersecurity exercises in academia, extracting meaningful statistics regarding the learning impact.