Transforming Part-Time Study into Online Delivery: German Cybersecurity Bachelor Program Models

Abstract

Abstract: The article presents a comparative analysis of distance-based bachelor training models in cybersecurity at German higher education institutions (HEIs) in the context of the digital transformation of part-time study formats and the growing demand for information security specialists. The study aims to identify the organizational and methodological features of digital delivery models in cybersecurity education and to outline the possibilities for adapting German practices to the Ukrainian higher education system. The empirical basis comprises a sample of bachelor-level cybersecurity programmes available on the German higher education market. The research methodology includes an analysis of regulatory and organizational documents, a comparison of curricula, and model descriptions based on the following criteria: the ratio of synchronous and asynchronous components; the role of in-person phases and workshops; and the tools for academic integrity and assessment control. Two institutional models are compared: the public Berliner Hochschule für Technik (BHT) – the IT-Sicherheit Online (B.Sc.) programme, and the private IU Internationale Hochschule – the Cyber Security (B.Sc., Fernstudium) programme. The study reveals that the proportion of distance-based programmes in this field remains limited (approx. 7% of the total offerings), reflecting Germany’s cautious approach to the virtualization of engineering training and its emphasis on quality assurance. It is established that trust in distance qualifications in Germany is significantly supported by specialized legal regulation (FernUSG). The BHT model is based on blended learning and emphasizes fundamental engineering training with mandatory in-person sessions for laboratory work. In contrast, the IU model implements an “education-on-demand” approach characterized by high flexibility, full digitalization, virtual laboratories, and digital learner support instruments. Substantial differences in programme content are identified: BHT shapes the profile of an engineer-researcher, whereas IU is oriented toward practice-oriented specialists with modular specializations. The findings inform recommendations for the Ukrainian education system, including: initiating network cooperation among HEIs through consortia; integrating adaptability and modularity into postgraduate training; and improving regulatory mechanisms for the certification and quality monitoring of distance educational products.