The aim of the research was to determine the training needs of Polish and British teachers in the field of cyber threats and the preferred forms of training. The research was conducted between 2023 and 2024 and covered 824 teachers (431 Polish and 393 from the UK). The selection of the sample was purposive. The research used an author’s survey questionnaire. Mann-Whitney U tests were used in the research analysis. The obtained values were interpreted using the Stanisz scale. The results showed that Polish teachers have a better knowledge of areas related to cyber threats, which may be the result of their greater activity in creating educational materials. The survey showed that, on average, 64% of Polish teachers and 49% of British teachers receive further training once a year, while 23% of Polish teachers and 12% of British teachers declared a lack of interest in the subject. Both groups indicated the need for training on cyberbullying, malware, identity theft, accessing inappropriate content, inappropriate contacts, data security and online fraud, gaming/Internet addiction, e-gambling, outing, cyberstalking, flaming, as well as mobile device management, as used in the BYOD model. Teachers’ preferences for forms of training include hybrid training (the need was reported by 75.41% of Polish and 45.55% of British teachers), synchronous online training (indicated by 19.72% of Polish, 7, 38% of British teachers), training with artificial intelligence and VR goggles (0.70% of Polish, 36.39% of British). Teachers emphasize the need to implement training based on useful and practical content, offering them suggestions for solutions and assistance. An important issue is the need of teachers regarding contact with the lecturer.