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A shortage in Cybersecurity professionals is happening. Universities that offer IT related courses had implemented at least one class related with information security or cybersecurity, we believe that the training and experience gained by students during the term could be improved by using gamification. Gamification was defined as the use of game design elements in non-game contexts, in this context we use game design elements to help the learning process. Gamification has gained attention recently because it had shown that it can achieve positive results most of the time. In this work we offer a classification taxonomy for cybersecurity training resources based on gamification, then we collect and classify a list of training resources that can be used in cybersecurity lecturing. Finally we align some of these resources to the content of our syllabus in Polytechnic Universities system, so instructors and lecturers could improve the learning process for students. We also expect to raise interest on cybersecurity field from students, so we can help to minimize the professional shortage.

In this paper, we present an experience on using CTF tournament as a gamification process to reinforce learned knowledge and skills on cybersecurity course. It is important to highlight that part of those skills learned were defined by the students during the course. This strategy was used to improve the students' engagement, at the same time to fulfill as much as possible the expectations for the class. The results of the tournament and final surveys at class showed that it was a good experience for the majority of the participants. The results showed that it helped to reinforce the learned skills, and applying them to specific challenges. The students felt motivated and productive when they were able to solve a challenge.

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This research analyzes the dimensions of the profile of law doctorate graduates from Peruvian universities that have been licensed by the National Superintendence of Higher Education (Sunedu).