Many African universities have inconsistent cybersecurity education programs with limited alignment to global frameworks such as NIST, NICE, and ENISA. Programs often fail to incorporate local priorities or address each country's unique socioeconomic conditions. This gap hinders graduate preparedness, reduces institutional capacity, and impedes progress in developing a skilled workforce capable of managing rising cybersecurity demands.

This thesis provides recommendations how universities in Cameroon, Ghana, and South Africa can develop effective cybersecurity curricula to educate highly qualified professionals who are capable of defending against cybercrime. Using a qualitative and exploratory research design, the study combines a targeted literature review with five expert interviews from academia and the cybersecurity industry.

The thesis does not propose a fixed, one-size-fits-all curriculum. Instead, the findings reveal structural gaps, resource limitations, and a lack of practical orientation in existing programs. At the same time, the research highlights opportunities for early specialization, academia–industry collaboration, and the integration of practical elements into curriculum models. Furthermore, the study underscores the importance of aligning academic training with regional labor market demands. This work contributes to the broader discourse on digital capacity building, offering insights for educators and institutional leaders seeking to strengthen cybersecurity education in Africa.