SHAPING MINDS FOR SECURITY: COGNITIVE RESILIENCE AND THE STRATEGIC ROLE OF UNIVERSITY EDUCATION IN ROMANIA
SHAPING MINDS FOR SECURITY: COGNITIVE RESILIENCE AND THE STRATEGIC ROLE OF UNIVERSITY EDUCATION IN ROMANIA

Author(s): Raluca LUȚAI, Marius GRAD
Subject(s): Politics / Political Sciences, Social Sciences, Security and defense, Military policy, Peace and Conflict Studies
Published by: Carol I National Defence University Publishing House
Keywords: cognitive resilience; education; Romania; security studies; undergraduate programs.
Summary/Abstract: In the context of hybrid threats, information warfare, and increasing societal polarisation, cognitive resilience has become a critical dimension of national and societal security. This paper explores the role of university-level security studies programs in building cognitive resilience, with a focused case study on Romania. It argues that higher education institutions, particularly those delivering security and defence-related curricula, function not only as professional training environments but also as strategic actors in strengthening society’s resistance to disinformation, manipulation, and hostile influence. The study analyses how cognitive resilience is reflected in the structure, content, and learning outcomes of selected Romanian academic programs in security studies, international relations, and defence education. Using qualitative content analysis of curricula, course descriptions, and institutional mission statements, the research identifies the extent to which these programs address critical thinking, media and information literacy, understanding of hybrid threats, strategic communication, and democratic values. Particular attention is paid to the integration of interdisciplinary approaches that connect security studies with education sciences, psychology, communication, and information technology. The findings suggest that while Romanian university programs increasingly incorporate elements related to information security and hybrid threats, cognitive resilience is often addressed indirectly rather than as an explicit educational objective. The paper concludes by proposing a framework for integrating cognitive resilience more systematically into security-related higher education.

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