In an era of gray zone conflicts, information warfare and escalating geopolitical tensions, the security challenges we face are no longer confined to traditional military confrontations. From Chinese military aircraft surrounding Taiwan, espionage and infiltration, disinformation campaigns, and the conflicts in Ukraine and Middle East, to US-China tech and tariff wars, and the economic risks that come with supply chain issues — national security has long permeated our daily lives.
Although the Ministry of National Defense published the All-Out Defense Contingency Handbook (全民國防應變手冊), higher education curriculums still lack a systemic understanding of and proper training on national security and risk literacy.
Over the past few years, there have been multiple espionage cases involving the Chinese Communist Party (CCP), exposing deep and diversified infiltration methods across various sectors. We have also witnessed Chinese People’s Liberation Army military exercises, as the CCP continuously harasses the maritime territories and airspace surrounding Taiwan. The Internet has become the primary stage for manipulating public discourse and sowing social division — from COVID-19 pandemic rumors and “united front” election interference to economic sanctions and supply chain vulnerabilities — all those issues highlight the public’s inability to identify risks and form collective responses.
When faced with such a high-risk environment, the role of education is increasingly vital. We must have modern citizens who possess risk identification skills and information literacy, and understand their civic responsibilities — technical expertise based on academic knowledge alone is not enough. Awareness of national and territorial security, and risk literacy should be integrated into the core competencies of higher-education curriculums as soon as possible.
General education courses at universities should cover interdisciplinary topics such as cognitive warfare, information security, information analysis, economic resilience and civic responsibility.
At the same time, case studies could be integrated to offer simulations and scenario-based teaching, addressing topics such as natural disasters, man-made incidents, risks to critical infrastructure and response strategies — it could also include simulations for responding to tariffs.
Teaching resources should be integrated and faculty training bolstered, so students could develop risk awareness through case discussions and public participation.
National security has never been exclusive to the military or government — it inseparable from the lives of every citizen. Cultivating a generation of youth who are able to think critically, identify threats, and respond in a calm and collected manner is the foundation for defending our democratic society.
In the wake of diversifying and increasingly complex national security threats, general education should focus on more than just cultural appreciation and philosophical reflection — it must become the first line of defense for Taiwan’s national resilience.
Tsai Yu-ming is an assistant professor in the School of Liberal Education at Shih Chien University.
Translated by Kyra Gustavsen
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