Students' Perceptions of a Cyber Enrichment Program.

This article evaluates a pilot cybersecurity and digital forensics enrichment program designed for gifted and talented secondary students to assess their perceptions of the course. Data from 25 high school students and one educator indicated that the program, which included authentic, hands-on learning activities and expert presentations, was perceived as appealing, meaningful, appropriately challenging, and supportive of students' academic self-efficacy in cybersecurity and digital forensics. The curriculum was adapted from an undergraduate cyber criminology course and emphasized experiential learning through simulations and a final project applying criminological theories to cybercrimes. While the study's action research design limits generalizability, findings suggest that such enrichment programs may effectively promote interest and confidence in cybersecurity fields, addressing workforce shortages, and future implementations plan to expand mentorship and hands-on components.