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AnotacijaStraipsnyje analizuojama nuotolinio mokymo funkcijų genezė technologinio ir edukacinio virsmo paradigmų kontekstuose. Ji grindžiama technologinės ir edukacinės aplinkos dermės veiksniais, todėl nagrinėjama kaip integralus technologijos ir edukacijos simbiozės reiškinys. Skiriamos dvi nuotolinio mokymo genezės pagrindimo paradigmos -istorinė ir edukacinė. Šių paradigmų pagrindu apibrėžiama nuotolinio mokymo funkcijų kaita. Nuotolinio mokymo genezė aptariama per devynis etapus ir išreiškiama holistiniu tikslų, prieigų bei funkcijų genezės modeliu, kurio pagrindu nustatomi nuotolinio mokymo genezės ciklai ir jų sudedamosios dalys. Remiantis šiuolaikinio mokymo teorijomis, pagrindžiami nuotolinio mokymo tikslai ir funkcijos dviejų paradigmų -technologinės bei edukacinės -virsmo kontekstuose, kurie išreiškia mokymo(-si) procesų dichotomiją ir konsensusą. PAGRINDINIAI ŽODŽIAI: nuotolinis mokymas(-is), nuotolinio mokymo genezė, informacinės technologijos, nuotolinio mokymo genezės modelis. AbstractThis study analyzes the genesis of distance education functions within the contextual conversion of technological and educational paradigms. The genesis is based on the technological and educational environment consistency factors, therefore, it is analyzed as an integral technology and education symbiosis phenomenon. The study distinguishes between historical and educational distance education genesis paradigms, which are defined on the basis of distance education functions' interchange. Distance education genesis is described within nine stages and is expressed as a holistic model through objectives, approaches and functions genesis. On the basis of this model, distance learning genesis cycles and their components are identified. In accordance with modern teaching theories, distance education objectives and functions are substantiated in technological and educational paradigm interchange contexts, defining consensus and dichotomy of teaching / learning processes. KEY WORDS: distance education, the genesis of distance education, information technology, distance education genesis model. DOI: http://dx.doi.org/10.15181/tbb.v76i1.1517 ĮvadasŠiuolaikinėje visuomenėje technologinis gyvenimo stilius yra savaime suprantama realybė, kurioje informacija ir jos valdymas yra ne tik dominuojanti vertybė, bet ir vienas esminių žmogaus kasdienių gyvenimo poreikių. Todėl mokymo(-si) vaidmuo tokioje visuomenėje įgauna kokybiškai naują prasmę -nuo efektyvaus funkcionavimo visuomenėje užtikrinimo priemonės iki bazinio egzistencinio žmo-gaus poreikio tenkinimo.

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Labor market analysis shows that there is a significant shortage of experienced cybersecurity professionals, and this trend is expected to continue in the future. In addition, young people who are reluctant to choose STEM subjects in school typically do not see cybersecurity as a part of their future because they believe it demands exclusive technical knowledge that is beyond their reach. We aimed to change this perception among students of the social sciences, assuming that by providing social science students with the basics of cybersecurity, it would be possible to raise their awareness and encourage them to consider this field as a potential career option. Our team has designed a concise technical course based on Kolb's model that employs experiential learning to provide students with a basic knowledge of ethical intrusion (penetration testing). During the 32-hour subject, cadet officers with no prior IT education experienced all the steps of hacking both into a remotely accessible and physically accessible computer, including initial reconnaissance, vulnerability scanning, exploitation, and privilege escalation. A hands-on practical task of breaking into a highly vulnerable remote computer allowed for the evaluation of knowledge and skills as well as the reinforcement of learning experiences. In order to assess how the students' perceptions of the cybersecurity profession have changed based on the theory of planned behavior, they were asked to provide feedback immediately after the course and one year later. The results indicate that the short, technically challenging, but practical course based on experiential learning had a significant and positive effect on participants' attitudes: they were substantially more likely to consider cybersecurity as a future career, and some of them began participating in other cybersecurity courses or activities. It is reasonable to assume, therefore, that providing similar technical courses to social science students will encourage them to pursue cybersecurity-related careers in the future.