Digital Forensics curriculum and training: struggles with a distinct discipline and ontology for learning

Digital Forensics has rapidly evolved and developed as an important focus in law enforcement, government, academia and the private sector.

The digital world we live in has had a demonstrable impact on digital forensics; crimes are now accomplished directly involving in-hand devices (e.g.,smart devices, wearables, laptop or tablet) or enhanced by such widely available technological advances. These technologies are at the very fore front of everyday life and becoming more and more integrated into curriculum across Higher Education (HE).

We have subsequently seen the development of a number of education and training courses on offer for not only digital forensics but also cybersecurity. There now exists a plethora of courses in the United Kingdom where, over the years, many Higher Education Institutions (HEIs) have developed ‘computer forensics’ and ‘digital forensics’ programmes.

Harnessing new technologies, which such a relatively new and distinctive technological discipline relies upon, includes its own challenges. These include alignment of curricula to current technologies, industry requirements and procedures, resourcing, student satisfaction and increasing demands for innovative learning methods and tools.

A small digital forensics community exists, however, this will need to grow as the field matures. The deliverables of courses, both education and training, are extensive where there is no existing way to measure content and delivery. Furthermore, the new discipline is seeking to combat plagiarism and make student assessment more realistic in the light of limited and costly resources.

This paper examines the current state of digital forensics education, training and learning. It seeks to outline the challenges and predict future implications of technology for an already tech-heavy discipline within digital forensics education in the United Kingdom.