Latvian Cyber Workforce of Tomorrow: Closing the Gap
DOI:
https://doi.org/10.7250/eb-2025-0003Keywords:
Cybersecurity, education, job roles, skillsAbstract
Cybersecurity is a growing multidisciplinary job cluster in the labour market that nowadays goes beyond information technology specialists. This research paper explores the current situation and emerging gaps in cybersecurity education and employment in Latvia, specifically looking at future skills and strategies advancing human performance in the field. In the context of growing cybersecurity regulation in Europe, the workforce shortage will only increase. The research was performed by evaluating Latvian education offerings against cybersecurity competence models and skills frameworks, engaging with three focus groups of industry, governance, and education experts, and surveying organisations that require cybersecurity specialists. The study shows that organizations lack several cybersecurity roles, with the biggest emphasis on digital forensics investigators, cybersecurity architects and cybersecurity researchers. In terms of the missing competencies, organizations highlight digital forensics and cyber threat intelligence. It was concluded that cybersecurity education in Latvia is fragmented and lacks a dedicated national coordinating body. Education gaps are often filled by employers, and future education offerings should be created in close coordination with industry partners.
Supporting Agencies
This work has been supported by the EU Digital Europe programme within the project “National Coordination Centre - Latvia” (NCC-LV) under Grant Agreement No. 101127985.
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Alshaikh, M., & Adamson, B. (2021). From awareness to influence: toward a model for improving employees’ security behaviour. Personal and Ubiquitous Computing, 25(5), 829–841. https://doi.org/10.1007/s00779-021-01551-2
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de Casanove, Nicolas Leleu, Florence Sèdes. Applying PDCA to Security, Education, Training and Awareness Programs. 16th IFIP WG 11.12 International Symposium on Human Aspects of Information Security and Assurance (HAISA 2022), IFIP TC 11 Working Group 12: Human Aspects of Information Security and Assurance, Jul 2022, Mytilenne, Lesvos, Greece, pp. 39-48.
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European Union Agency for Cybersecurity, E. (2022). European cybersecurity skills framework. Https://Www.Enisa.Europa.Eu/Publications/European-Cybersecurity-Skills-Framework-Role-Profiles.
Hevner, A. R. (2007). A Three Cycle View of Design Science Research. Scandinavian Journal of Information Systems, 19(2), 4. http://community.mis.temple.edu/seminars/files/2009/10/Hevner-SJIS.pdf
Hore, K., Hoi Tan, M., Kehoe, A., Beegan, A., Mason, S., Al Mane, N., Hughes, D., Kelly, C., Wells, J., & Magner, C. (2024). Cybersecurity and critical care staff: A mixed methods study. International Journal of Medical Informatics, 185, 105412. https://doi.org/10.1016/j.ijmedinf.2024.105412
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Jaunsardzes centrs. (2021). Jaunsargu interešu izglītības programma. Jaunsardzes centrs.
Kweon, E., Lee, H., Chai, S., & Yoo, K. (2021). The Utility of Information Security Training and Education on Cybersecurity Incidents: An empirical evidence. Information Systems Frontiers, 23, 361–373. https://doi.org/10.1007/s10796-019-09977-z
Manganello, F., Earp, J., Fante, C., Bassi, G., Fabbri, S., Matteucci, I., Vaccarelli, A., Olesen, N., de Vibraye, A., Callaghan, P., & Gentile, M. (2024). Shaping the foundation of the SuperCyberKids Learning Framework: a comprehensive analysis of cybersecurity education initiatives. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1375853
Ministru Kabineta Noteikumi Nr. 416 (2019). Noteikumi Par Valsts Vispārējās Vidējās Izglītības Standartu Un Vispārējās Vidējās Izglītības Programmu Paraugiem.
Ministru Kabineta Noteikumi Nr. 747 (2018). Noteikumi Par Valsts Pamatizglītības Standartu Un Pamatizglītības Programmu Paraugiem.
OECD. (2024). Building a Skilled Cyber Security Workforce in Europe. Insights from France, Germany and Poland. https://doi.org/10.1787/3673cd60-en
Payne, B. K., He, W., Wang, C., Wittkower, D. E., & Wu, H. (2021). Cybersecurity, Technology, and Society: Developing an Interdisciplinary, Open, General Education Cybersecurity Course. Journal of Information Systems Education, 32(2), 134–149. https://doi.org/10.21428/cb6ab371.8113760b
Petersen, R., Santos, D., Smith, M., Wetzel, K., & Witte, G. (2020). Workforce Framework for Cybersecurity (NICE Framework). NIST Special Publication 800-181, Revision 1, 3.
Pirta-Dreimane, R., Brilingaitė, A., Majore, G., Knox, B. J., Lapin, K., Parish, K., Sütterlin, S., & Lugo, R. G. (2022). Application of intervention mapping in cybersecurity education design. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.998335
Ramezanian, S., & Niemi, V. (2024). Cybersecurity Education in Universities: A Comprehensive Guide to Curriculum Development. IEEE Access, 12, 61741–61766. https://doi.org/10.1109/ACCESS.2024.3392970
Rathod, P., Ofem, P., Polemi, N., Hynninen, T., Lugo, R. G., Alcaraz, C., Kioskli, K., & Rannenberg, K. (2023a). D2.1 Cybersecurity Practical Skills Gaps in Europe: Market Demand and Analyse.
Rathod, P., Ofem, P., Polemi, N., Hynninen, T., Lugo, R. G., Alcaraz, C., Kioskli, K., & Rannenberg, K. (2023b). D2.1 Cybersecurity Practical Skills Gaps in Europe: Market Demand and Analyse. Lead Author Contributing Participants.
Skola2030. (2020). Skolu piedāvājums vidējā izglītībā. https://skola2030.lv/admin/filemanager/files/2/VSK%20PK_20.04.2020%20_final_ppt.pdf.
VISC. (2024, October 9). Valsts pārbaudes darbi 2023./2024. m.g. Statistika. Https://Www.Visc.Gov.Lv/Lv/Valsts-Parbaudes-Darbi-20232024-Mg-Statistika.
Yang, S. C., & Wen, B. (2016). Toward a cybersecurity curriculum model for undergraduate business schools: A survey of AACSB-accredited institutions in the United States. Journal of Education for Business, 92(1), 1–8. https://doi.org/10.1080/08832323.2016.1261790
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21.02.2025
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Pirta, R., & Veigurs, M. (2025). Latvian Cyber Workforce of Tomorrow: Closing the Gap. Economics and Business, 39, 26-37. https://doi.org/10.7250/eb-2025-0003
