ABSTRACT
This chapter addresses the problem of developing educational programming and learning when the learning content is unforeseen or because of hybrid threats (HT). We use conceptualizations from the nature of “the unforeseen” as a starting point, together with classic operational training models. In our developed model, we put an emphasis on the complexity of education planning and deliberation, taking history, time, and indirect pedagogy into account. When establishing the hypothesis of the learning “what’s” of HT, the deliberation of educators, so we argue, needs to be in a dialectic relationship with the classic learning models. As a conclusion, the training for the complexity of HT, with no self-evident or relevant perceived learning content, requires a more open-ended approach, while educators constantly question the methods used and what they know and how they know it.
