Blockchain technology has rapidly evolved beyond its initial application in cryptocurrency, emerging as a significant educational tool that enhances cybersecurity competencies among postgraduate students, mainly when delivered through experiential and hands-on learning methodologies. This study systematically investigates how blockchain-specific training interventions influence theoretical cybersecurity knowledge and practical skill sets among postgraduate computer science students.

A comprehensive review was conducted using an extensive search strategy across the Semantic Scholar corpus, retrieving relevant academic papers. These studies were rigorously screened based on predefined criteria emphasizing empirical data, blockchain-specific training, postgraduate computer science student populations, and measurable cybersecurity outcomes. The selected literature encompasses diverse educational contexts, from specialized cybersecurity courses to broader Data Science master's curricula. The pedagogical methodologies identified across these studies include asynchronous and active learning, gamification techniques, hands-on laboratories, testbed environments, and web-based learning platforms.

Findings consistently indicate that blockchain training utilizing hands-on and experiential methods significantly enhances students' cybersecurity knowledge and practical skills. For instance, a dedicated hands-on cybersecurity course employing a blockchain testbed environment was shown to effectively reinforce core cryptographic concepts such as Public Key Infrastructure (PKI), hashing functions, and secure communications practices. Similarly, a comprehensive web-based blockchain cybersecurity awareness program improved students' understanding of cybercriminal strategies, cybersecurity best practices, and operational skills necessary to counteract cyber threats.

Despite the positive outcomes demonstrated in these studies, significant gaps were identified regarding detailed performance metrics and thorough assessments of cybersecurity knowledge and practical skill development. Many studies reviewed lacked explicit methodologies for assessing improvements in technical competencies or quantifiable measures of student progress.

In addition to assessment challenges, practical implementation issues were frequently reported. Constraints such as the limited availability of well-developed training materials, inadequate technological infrastructure, a scarcity of competent trainers, and the complexities associated with integrating blockchain content into existing academic curricula presented considerable obstacles. For example, one study leveraged cloud-based resources to overcome infrastructure limitations, illustrating educators' creative approaches to mitigate these challenges.

In conclusion, blockchain-based experiential learning methods hold considerable promise for substantially enhancing cybersecurity knowledge and practical skills among postgraduate students. However, future research should prioritize rigorous and standardized outcome assessments, transparent reporting of measurable technical competencies, and systematic approaches to address the documented implementation barriers. Integrating robust performance metrics and resolving practical implementation issues will critically support blockchain training programs' validation and widespread adoption within cybersecurity education.

Keywords: Blockchain Education, Cybersecurity, Experiential Learning, Postgraduate Education, Cybersecurity Skills Development, Hands-on Training, Educational Implementation Challenges, Assessment Methods.