Cybersecurity threats have grown exponentially, posing a heavy burden on organisations. Higher Education Institutions (HEIs) are particularly vulnerable, and their cybersecurity issues are receiving greater attention. However, existing research on cybersecurity has limited referencing value for HEI leaders and policy-makers because they are usually technology-focused. Publications that showcase best practices often lack system-wide perspectives towards cybersecurity in HEIs. Our paper, therefore, aims to bridge this literature gap and generate institutional cybersecurity strategies for HEI leaders and policy-makers from a system perspective. We first review how the cybersecurity landscape has evolved over the last few decades and its latest trends and projections for the next decade. By analysing these historical developments and new changes, we further illuminate the importance of strengthening HEI cybersecurity capacities. As we explore why HEIs face severe challenges to tackle the ever-escalating cyberattacks, we propose a system-wide approach to safeguard HEI cybersecurity and highlight the necessity to reassess prioritised areas. By taking an extensive literature review and desk research of methods that could respond to the cybersecurity vulnerabilities of the next decade, we synthesise our findings with a set of institutional strategies, with takeaways designed to equip HEIs better to address cybersecurity threats into the future. The strategies include: (1) Strengthening Institutional Governance for Cybersecurity; (2) Revisiting Cybersecurity KPIs; (3) Explicating Cybersecurity Policies, Guidelines and Mechanisms; (4) Training and Cybersecurity Awareness Campaigns to Build Cybersecurity Culture; (5) Responding to AI-based Cyber-threats and Harnessing AI to Enhance Cybersecurity; (6) Introduction of New and More Sophisticated Security Measures; (7) Paying Attention to Mobile Devices Use, Using Encryption as a Daily Practice; and (8) Risk Management. We believe that cybersecurity can be safeguarded throughout the new decade when these strategies are considered thoroughly and with the concerted effort of relevant HEI stakeholders.

Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer’s first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014–2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers’ capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given.