Credential-Aligned Coursework in Cyber-Security Education: A Qualitative Study of Student Experience

Institutions of higher education increasingly integrate industry-recognized certifications into undergraduate curricula to strengthen alignment between academic preparation and workforce expectations, particularly in cybers-security. Despite this growth, limited research has examined how students experience certification-aligned coursework when credentials are embedded within credit-bearing academic programs. This qualitative study explores student perspectives on certification-integrated coursework within cyber-security talent expansion program at a regional public university. Focus group interviews were conducted with undergraduate students enrolled in CompTIA Network+ and Security+ aligned courses and analyzed using inductive qualitative content analysis. Four themes emerged: credential value as workforce signaling, perceived relevance and student motivation, applied instructional experiences supporting certification preparation, and professional identity development. Findings indicate that students experienced certifications as meaningful and credible indicators of competence when embedded within structured coursework rather than positioned as standalone credentials. Applied, hands-on learning environments played a critical role in helping students connect certification objectives to authentic professional contexts, supporting confidence and career clarity. These findings provide empirical support for credential integration models that emphasize curricular coherence, applied learning, and alignment with broader educational goals. Implications are offered for the design of cyber-security programs seeking to expand workforce pathways while maintaining academic rigor.