Global economies depend on business continuity within the digital space, and cybersecurity is becoming a strategic capability among nations and continents. Accordingly, the need for the cyber workforce is increasing within all public and private sectors. International communities report that skilled specialists are lacking, and the building of cyber-resilience should consider individuals as humans are at the center of most attacks. Existing and emerging cybersecurity competence frameworks focus on the development of subject-specific skills. However, cybersecurity Global economies depend on business continuity within the digital space, and cybersecurity is becoming a strategic capability among nations and continents. Accordingly, the need for the cyber workforce is increasing within all public and private sectors. International communities report that skilled specialists are lacking, and the building of cyber-resilience should consider individuals as humans are at the center of most attacks. Existing and emerging cybersecurity competence frameworks focus on the development of subject-specific skills. However, cybersecurity is an interdisciplinary subject requiring understanding human behavior and behaving in the digital space in security-conscious manner in daily routines. Therefore, several dimensions should be integrated into educational programs to support the development of critical competencies, including subject-specific skills and knowledge areas, general skills, and behavioral changes. The paper presents the intervention-mapping-based methodology supporting a multi-dimensional cybersecurity educational design. The methodology applies to different education paths (academic and professional). The pilot study supports the application of the methodology and provides a preliminary evaluation of the chosen approach. The pilot case incorporated continuing education (professional) and master-level (academic) student groups. The study considered critical thinking competence development linked to risk assessment based on cyber threats identifiable within the provided scenario. The results demonstrated the potential value of integrating non-technical topics into the development of role-specific competences.