Teaching of nuclear deterrence vis-à-vis the new challenges to (Inter) National security: Plus ça change, plus c’est la meme chose?

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Teaching of nuclear deterrence vis-à-vis the new challenges to (Inter) National security: Plus ça change, plus c’est la meme chose?
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Abstract
The aim of this research is to examine how the concept of nuclear deterrence is presented and understood in higher education institutions around the globe. Given that nuclear weapons are likely to remain part of national security arsenals for the foreseeable future, the study seeks to understand how current educational approaches might influence decision-makers to reconsider the traditional reliance on nuclear deterrence. The research proposes that contemporary teaching frameworks should integrate discussions of nuclear deterrence with broader global security challenges—such as transnational terrorism, cyber threats, climate change, and mass migration—where the deterrent role of nuclear weapons is less clear-cut or effective. To this end, the research involves analyzing approximately 130 syllabi from courses on security studies, arms control, disarmament, and nonproliferation, sourced from the curricula of various academic institutions worldwide. These courses span both undergraduate and graduate levels. The study scrutinizes the content of articles and book chapters listed in these syllabi to discern how nuclear deterrence is framed and addressed, with a particular focus on categorizing the materials based on the publication period and the intellectual traditions of the authors. A literature review is the chosen methodology for this research, enabling the collection and classification of information about the reading materials, which, in turn