The cybersecurity skills gap in the United States has reached critical levels, with over 514,000 job openings currently unfilled and projections indicating a persistent shortage of around 500,000 professionals in 2026. This shortage leaves organizations vulnerable to evolving threats, from ransomware attacks to state-sponsored espionage. Higher education institutions are under pressure to produce graduates who can hit the ground running, but traditional classroom learning alone falls short. A new study from the University of South Florida (USF) spotlights work-based learning (WBL)—hands-on experiences like internships, apprenticeships, and capstone projects—as the essential bridge to close this divide.

🔒 USF's Landmark Study on Work-Based Learning in Cybersecurity Programs

Published in the Journal of Cybersecurity and Privacy on February 25, 2026, the USF study titled "Strengthening Workforce Readiness: Evidence on Work-Based Learning in U.S. Higher Education Cybersecurity Programs" surveyed 92 institutions across 33 states. Led by Associate Professor Oscar A. Aliaga and Assistant Professor Noémi Nagy from USF's College of Education, along with graduate students Bonnie Gómez Torres, Ajara Mahmoud, and Courtney Callahan, the research mapped WBL practices using a cross-sectional survey design. Institutions were selected from National Initiative for Cybersecurity Education (NICE) networks and Centers of Academic Excellence (CAE) affiliates, yielding responses from programs offering certificates, associate, bachelor's, and master's degrees in cybersecurity.

The methodology employed descriptive statistics and linear regression to analyze associations between institutional characteristics (e.g., CAE designation, faculty numbers), program features (e.g., business partnerships), and WBL offerings. Key insight: WBL is most prevalent in shorter credentials like certificates and associate degrees, where 55 and 52 activities were identified, respectively, compared to 35 for bachelor's and 33 for master's programs.

Prevalence and Types of Work-Based Learning Across US Programs

The study categorized WBL into three intensity levels based on the FHI 360 framework: Awareness (e.g., industry speaker series, worksite visits), Exploration (e.g., practicums, capstones), and Direct Experience (e.g., internships, apprenticeships, job shadowing). Internships and cooperative education dominated, present in nearly all responding programs, followed by capstones and speaker series. Associate programs offered the widest variety, reflecting their focus on quick workforce entry.

• Awareness Level: Speaker series (high prevalence), worksite visits.
• Exploration Level: Capstone projects, practicums.
• Direct Experience Level: Internships (most common), mentorships, apprenticeships.

67% of institutions held CAE designation, correlating with more WBL offerings at bachelor's and master's levels. Programs with dedicated cybersecurity centers provided broader opportunities, emphasizing the role of infrastructure in scaling experiential learning.

Institutional and Program Factors Influencing WBL Adoption

Regression analysis revealed that CAE-designated schools and those with more full-time faculty predict higher WBL counts in bachelor's/master's programs. For certificates and associates, program features like the number of participating businesses and formal employer requirements drove intensity, especially at Direct Experience levels. However, employer engagement remains ambivalent: larger firms participate more due to talent needs, but barriers like financial costs and student trustworthiness perceptions hinder smaller organizations.

Source: USF Study.

USF's Innovative Programs: Leading by Example

USF exemplifies successful WBL integration through initiatives like the ReliaQuest Labs and Security Operations Center Apprentice Program (SOCap). ReliaQuest Labs, running since 2018, has engaged over 300 students in four intensive sessions at ReliaQuest headquarters. Participants analyze real-world threats using tools like the GreyMatter platform, earning a Certificate in Cyber Analytic Fundamentals and interviews for paid internships or full-time roles. Kurt Friday, USF assistant professor, teaches related courses on threat detection and AI security operations, developed with industry input.

SOCap, a paid apprenticeship, trains USF students to monitor real threats for USF and public entities. Expanded by ConnectSecure's $100,000 investment, it boosts employability; alumni like Erika Delvalle credit it for career launches in threat hunting. These programs align with the Bellini College's industry partnerships (e.g., Rapid7, Idaho National Lab), providing scalable models for other universities. For details, see the ReliaQuest Labs page.

The National Cybersecurity Workforce Landscape

CyberSeek data shows 514,359 US job openings as of early 2026, with a supply-to-demand ratio of 74%, equating to a gap of over 140,000 entry-to-mid-level roles alone. Broader estimates from ISC2 and others peg the US shortage at 500,000+, part of a global 4.8 million deficit. Florida, with Tampa Bay emerging as a hub, mirrors national trends, demanding skills in incident response and AI-driven defense.

Employers report graduates lack practical experience; 49% of organizations face hiring freezes amid economic pressures, per ISC2's 2025 study. WBL addresses this by building not just technical prowess but soft skills like communication and adaptability.

Challenges in Scaling Work-Based Learning

Despite promise, barriers persist: financial constraints for employers, liability concerns, and uneven institutional capacity. Smaller schools struggle without CAE status or industry ties. The USF study notes moderate employer buy-in, with labor needs motivating participation but resource limits and student readiness doubts impeding it. Rural institutions face geographic hurdles, exacerbating inequities.

• Financial: Paid positions strain budgets.
• Trust: Employer skepticism on student capabilities.
• Equity: Access limited for underrepresented groups.
• Scalability: Coordinating with busy firms.

Recommendations for Higher Education and Policymakers

The study urges diversifying WBL beyond internships—micro-projects, virtual mentorships—and formalizing partnerships via co-designed curricula and shared supervision. Incentives like tax credits for employers and federal funding for WBL infrastructure could help. USF advocates inclusive models serving nontraditional learners. Read the full paper here.

Policymakers should prioritize NICE frameworks, expanding apprenticeships registered with the Department of Labor.

Future Outlook: A More Resilient Cyber Workforce

By 2030, demand could exceed supply further amid AI threats and quantum risks. WBL integration promises a career-ready pipeline, with USF's 100% placement trends in programs like ReliaQuest signaling potential. As Tampa Bay grows, models like SOCap could nationalize, fostering economic growth and security.

Photo by RUT MIIT on Unsplash

Actionable Insights for Students and Faculty

Students: Seek CAE schools with WBL; build portfolios via clubs, certifications (CompTIA Security+). Faculty: Partner early with industry for capstones. Institutions: Benchmark against USF—audit programs, seek NICE alignment.