Laboratories

The escalating frequency and complexity of cyber threats have made cybersecurity education a national priority, yet a practical gap persists between theoretical instruction and workforce readiness. This study presents a comprehensive, modular framework for designing and implementing cybersecurity laboratories in academic institutions, environments that foster hands-on learning, skill mastery, and curricular innovation. Using a mixed-methods, multi-stage case study approach, the research combined qualitative analysis of institutional practices and instructional methods with quantitative evaluation of learning outcomes to comprehensively examine technical and pedagogical considerations impacting lab development. Data sources included literature analysis, direct observation, document review, and semi-structured interviews. The study synthesized best practices across these domains into a scalable lab design model grounded in experiential learning theory. Results demonstrate that the framework supports enhanced student performance, instructional adaptability, and simulation fidelity. Case study data revealed measurable gains in participant competency, with all participants achieving at least a 20% improvement in post-training test scores, high engagement levels demonstrated through consistent session attendance and active participation in hands-on exercises, and successful adaptation to logistical and technological barriers, including facility relocations and system downtime incidents. The lab’s modularity enabled curricular alignment, resource efficiency, and expansion to serve workforce training initiatives beyond the classroom. By integrating pedagogical (structured, teacher-guided instructional approaches) and andragogical (adult learning) design with technological scalability, this research contributes an actionable roadmap for institutions seeking to modernize cybersecurity education and respond effectively to evolving digital threats. The findings offer broad implications for future curriculum development, facilitator training, and sustainable program implementation.

Engineering education depends on hands-on experimentation, but laboratory access is often limited by time, availability, and resources. Remote laboratories mitigate these barriers by enabling online access to real experiments, with the Virtual Instrument Systems in Reality (VISIR) standing out as a long-established system for teaching electronics and electrical circuits. Based on an extensive literature review and on substantial experience, this study qualitatively analyzes VISIR and identifies limitations related to scalability, interoperability, and integration with emerging technologies. From these insights, the paper proposes a set of improvements and technologies to enhance or replace key components while preserving its core infrastructure. The conclusions contribute to practical recommendations for those developing remote laboratories for electrical circuits and analog electronics education, thus offering achievable design suggestions and outlining directions for future research and development.

Occupational asthma (OA) and rhinitis are health problems occurring in facilities employing animals for medical and scientific reasons. We have compared the UK trends (2006–2023) in these outcomes reported to the SWORD scheme with changes in routine and personal air monitoring for the major mouse (Mus m 1) and rat (Rat n 1) allergens. The exposure data contained 1540 and 688 mouse and rat results, respectively, expressed in ng.m⁻³. The median, 75th and 90th percentiles were used as exposure characteristics, and annually incrementing three-yearly rolling data slices compared exposure and health outcomes by linear regression. The median, P75 and P90 for Mus m 1 all showed annual declines of around 5–6% (p < 0.001), suggesting general improvements in controlling mouse allergen exposure, but without evidence of a decline in rat allergen levels (p > 0.05), although control measures for both species are largely identical. An annual mean decline in OA of 2.9% (p = 0.021) was identified, but without a significant decline in rhinitis (−1.4%; p = 0.21). Over 16 years, reductions in exposure to the predominant rodent species were accompanied by a concomitant but smaller reduction in OA. These data confirm the immediate value of controlling relevant allergen exposure in reducing the incidence of IgE-E mediated OA.