ArticleJournal of security, intelligence, and resilience education2025
EDUCATING FOR EMERGING THREATS: A MODEL FOR INTEGRATING FENTANYL AND OTHER EMERGING ISSUES INTO HOMELAND SECURITY CURRICULA.
Article in Journal of security, intelligence, and resilience education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
1 author.
Funding
Abstract
Homeland security educational programs face the challenge of balancing general academic skills with substantive knowledge of emerging threats. Positioning the fentanyl crisis within the United States' opioid epidemic, this paper presents a pedagogical framework to integrate emerging issues into homeland security curricula. By examining the impact of fentanyl on public safety, public health, law enforcement, and international relations, the paper demonstrates the necessity of proactively including substantive threats in homeland security curricula. Three pedagogical approaches-content-focused learning, experiential learning, and application-focused learning can enhance students' preparedness. The framework provides educators with a flexible, scalable, and generalizable model to address the fentanyl crisis and other emerging threats, including artificial intelligence, climate security, cybersecurity, misinformation, and pandemics.
Indexed as
Identifiers
41958537PMC13059464What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.