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This paper is a review of literature and current information related to blended learning. It will deal with several primary research issues which will include the redefining of the role of student, the role of teacher/tutor, learning and the educational establishment. The paper will analyse and discuss the selection of strategies to increase interactivity and active learning, learner characteristics, learner support and operational issues. IntroductionEvery educational establishment and every learner/student in order to develop and improve should be able to adapt in the environment. In order to succeed in that in a way that will give results has to pick up a dynamic and flexible procedure in learning towards knowledge and skills in order to meet society's changes.

The rise of Digital Transformation, global pandemics, and AI, have made Cyber skills crucial in today's world. Organisation flexibility can only be achieved when they have a strong foundation of Cyber professionals that can look after vulnerabilities and protect their systems. A multitude of evidence suggests that the economy is being held back due to a skills gap, particularly in the Cyber Security discipline. In seeking to reduce this gap, the UK government has extended a long established 'apprenticeship' programme to include degrees. Higher Education Degree Apprenticeships offer a cost-effective route for employers to upskill their staff and for apprentices to access free education (and a degree) whilst being paid. Each of the Degree Apprenticeships has an associated framework that defines core learning requirements-devised and created by a collaborative effort of industry and academia. How this framework is implemented however is very much up to individual institutions. This paper presents an implementation of the Cyber Security Analyst degree apprenticeship undertaken at a UK Institution. Amongst the first in the UK to operationalise the standard, the approach has pragmatically dealt with a wide range of issues to create an academically rigorous yet commercially viable solution for industry. The paper presents the approach, demonstrates the academic rigor through mapping to industry-accepted standards, and discusses the collaborative role of the employer and University in providing a holistic and complete learning experience. The paper concludes by offering a critical discussion on challenges and opportunities and suggests ways employers and professional bodies can collaborate further with Higher Education in developing Degree Apprenticeships that will only be about skills, but also lifelong learning.

This chapter sets the scene for the book as a whole, establishing the need for cybersecurity awareness, training, and education in order to enable us to understand and meet our security obligations. It begins by illustrating key elements that ought to form part of cybersecurity literacy and the questions to be asked when addressing the issue. It then examines the problems that have traditionally existed in terms of achieving awareness and education, both at the user level (in terms of lack of support) and the practitioner level (in terms of a skills shortage). The discussion highlights the importance of a holistic approach, covering both personal and workplace use, and addressing the spectrum from end-users through to cybersecurity specialists.