Work

Proposing Cyberology: A Conceptual and Curriculum Framework for an Emerging Interdisciplinary Field in the Cyber–Physical–Social-Thinking Space

Year: 2026

Type: article

Abstract: As cyberspace emerges as the fourth fundamental space of human existence, conventional paradigms based solely on physical, social, and thinking spaces prove inadequate for addressing the complexities of the digital era. In response, this paper proposes a conceptual framework for Cyberology as an emerging interdisciplinary field centered on Cyber–Physical–Social-Thinking (CPST) space, and examines the case for its eventual recognition as a first-level discipline within the Chinese higher-education system. A triadic curriculum framework is introduced comprising foundational, professional, and practice modules, and is instantiated as a four-year, 160-credit operational undergraduate model with specified learning outcomes, assessment methods, and alignment with accreditation standards. The paper also develops a preliminary system of secondary disciplines including Cyber Philosophy, Cyber Psychology, and Cyber Ethics. Principal challenges are highlighted for future advancement. As a conceptual framework proposal rather than a claim of established disciplinary status, this paper lays the theoretical groundwork for Cyberology and offers a reference for curriculum development in the context of global digital transformation.

Source: Education Sciences

DOI: 10.3390/educsci16091381

Authors: Feifei Shi, Wanyu Tu, Jianguo Ding, Huansheng Ning

Institutions: University of Science and Technology Beijing, Blekinge Institute of Technology

Language: English

Topic: Digital Education and Society

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172