Capture the Flag (CTF) competitions are powerful pedagogical tools for addressing the global cybersecurity workforce gap, yet their effective K-12 implementation is often undermined by significant barriers, including educator preparedness gaps and equity concerns. This paper addresses these challenges by proposing the Ethical-Cognitive Apprenticeship in Cybersecurity (ECAC) framework, a new model derived from a systematic Framework Synthesis of existing literature and empirical evidence. ECAC systematically integrates cognitive apprenticeship theory with embedded ethical development across five phases: (1) Foundational Modeling, (2) Scaffolding the Arena, (3) Coaching and Articulation, (4) Ethical Dilemma Injections, and (5) Reflective Exploration. The framework provides a "low floor, high ceiling" learning pathway designed to broaden participation among diverse student groups, including underrepresented minorities and women, while fostering deep, transferable skills. By reframing the educator role as a lead learner," ECAC also offers a sustainable solution to the teacher expertise gap. Ultimately, this framework provides a practical roadmap for transforming CTFs from standalone competitions into integral learning experiences that cultivate a more skilled, ethical, and diverse generation of cybersecurity professionals.

翻译：夺旗（CTF）竞赛是应对全球网络安全人才缺口的有效教学工具，但其在K-12教育中的有效实施常因重大障碍而受阻，包括教育者准备度不足与公平性隐忧。本文通过提出"网络安全伦理-认知学徒制"（ECAC）框架应对这些挑战，该模型基于对现有文献与实证证据的系统性框架综合而构建。ECAC将认知学徒制理论与嵌入式伦理发展系统整合为五个阶段：（1）基础建模，（2）竞技场支架构建，（3）教练与表达训练，（4）伦理困境注入，（5）反思探索。该框架提供了一条"低门槛、高上限"的学习路径，旨在扩大包括少数群体与女性在内的多元化学生群体的参与度，同时培养可迁移的深层技能。通过将教育者角色重新定位为"领航学习者"，ECAC也为教师专业能力缺口提供了可持续解决方案。最终，本框架为将CTF竞赛从独立赛事转化为系统性学习体验提供了实践路线图，以培养更具专业性、伦理意识与多元化的新一代网络安全人才。