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Teaching these two topics is a challenge today, given the variety of existing techniques that can be applied. In order to prepare university students with these new technologies and their use, education needs to be able to incorporate effective learning techniques. There is a high demand for professionals with both IoT and cybersecurity skills in today’s world.

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IoT has come to stay, and given the importance it currently has, along with the complexity of the environment needed to obtain the aforementioned features, learning how to develop secure IoT systems has become a significant challenge. For this reason, cybersecurity in the IoT environment has become increasingly important in recent times. Interconnected ‘Things’ can collect very sensitive information from people or work environments and, therefore, the privacy of data and the security of all their traffic on the Internet has become a major concern. As a result of processing this data, devices are able to make autonomous decisions or provide information to people so that they can make better decisions about their daily activities (whether in a work or personal environment). Therefore, it is necessary to process the data which can be carried out on the devices themselves or more commonly in spaces such as the Cloud, where computing power is higher (necessary if there is a lot of information to process in a short time). IoT devices acquire data from the environment, understand what is happening, and respond according to current needs.

In order to obtain these benefits, IoT interconnects people, objects, and devices (vehicles, appliances, sensors, actuators, work equipment, laptops, smartphones, PDAs, etc.) so that they can communicate smartly with each other, or with people. IoT turns homes, buildings, hospitals, cities, and industries, among others, into intelligent systems capable of obtaining knowledge of the environment, and applying it for adaptation according to the needs of the inhabitants. The IoT (Internet of Things) paradigm has gained importance in recent years, mainly because of the benefits it provides, as it can improve our quality of life by helping us make difficult decisions more efficiently, or provide intelligence to the devices around us to perform daily tasks with minimal human intervention.

Furthermore, students’ feedback is included to corroborate the innovation, the suitability of the acquired skills, and the overall student satisfaction with the related courses and consequently with the proposed IoT cybersecurity pedagogical strategy. An analysis of student results and stakeholder evaluations is provided to verify if the pedagogical strategy proposed is suitable. Examples of courses are explained, the related competencies and learning outcomes are specified, and the contents and methodologies to achieve the expected results are described. The association of these concepts in each stage is detailed. These stages focus not only on the content about IoT and cybersecurity but also on the competencies to acquire, the most suitable learning methodologies and the expected learning outcomes.

This paper proposes an integral pedagogical strategy for learning IoT cybersecurity structured in three different stages, in a higher education institution.

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However, the complexity of technologies that interact in IoT environments and the amount of different professional profiles required to design, implement and manage IoT environments, considering cybersecurity as a must, has led to a huge challenge in the educational world. Internet of Things (IoT) has become a fundamental content of any engineering program due to the emerging need of experts in this field.