Canadian Foreign Policy Journal· 2026Q2
Beyond training and techniques – searching for an OSINT-tailored pedagogy and education
- 0citations
- Q2SCImago
- 2026year
Short summary
This paper proposes a new pedagogical approach for Open-Source Intelligence (OSINT) education, focusing on critical thinking, data literacy, and epistemic openness, to address the growing demand for OSINT skills in higher education.
AI-generated from the title and abstract; the full text is not read.
Key points
- OSINT has gained unprecedented accessibility and public trust, yet it is under-theorized and rarely taught in universities.
- There is a growing demand for effective OSINT knowledge and skills in professional environments.
- The paper proposes an OSINT education approach emphasizing critical thinking, data literacy, and epistemic openness.
- This pedagogy moves beyond traditional training and techniques to integrate OSINT into higher education curricula.
AI-generated from the title and abstract; the full text is not read.
Abstract
Since Russia's full-scale invasion of Ukraine, open-source intelligence (OSINT) has become widely recognised and accessible in the Western world. OSINT itself is not new as open-source information has always been part of intelligence collection. However, its accuracy, public trust, and accessibility have reached unprecedented levels in recent years. As a result, OSINT remains an under-theorized field and is rarely taught in universities worldwide. As a result, there is a growing demand for knowledge and skills that can be effectively applied in professional settings. Although intelligence education is already a topic of debate within intelligence studies, more attention could be given to how OSINT should be taught or integrated into higher education curricula. This research aims to explore a possible approach to OSINT education, emphasising critical thinking, data literacy, and an appreciation for epistemic openness.
The authors' abstract, as published at the source. Canadian Foreign Policy Journal, 2026 · DOI ↗
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