This study applies a posthuman lens to the National Initiative for Cybersecurity Education (NICE) Workforce Framework, examining two key Work Roles in cybersecurity education. Employing a novel posthuman coding scheme, the associated Tasks, Knowledge, and Skills (TKS) statements were analyzed. Findings reveal significant posthuman elements within the framework while identifying opportunities for further integration. The analysis demonstrates a strong presence of human-technology entanglement and adaptive learning concepts, yet highlights areas where the framework could emphasize system complexity and interconnectedness. This research contributes to ongoing discussions on cybersecurity education in complex technological landscapes, proposing a theoretical framework for integrating posthuman concepts into curricula and laying groundwork for future inquiry.
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