Journal article
Indigenising ICT education in Australian higher education: Perspectives from educators
The Australian journal of indigenous education, Vol.55(1), pp.1-24
10/08/2026
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Abstract
This study investigates the integration of Indigenous perspectives within information and communication technology (ICT) curricula across Australian universities, addressing four research questions relating to the extent of integration, approaches used, influencing factors and characteristics of effective practice. Semi-structured interviews were conducted with eight ICT educators and data were analysed using reflexive thematic analysis. Nine themes were identified. Findings indicate that integration remains limited and inconsistent, often driven by individual initiative rather than systematic institutional approaches. While universities demonstrate policy commitments, these are not consistently enacted in curriculum design. Educators employ strategies such as contextualised assignments, interdisciplinary offerings and emerging Indigenous pedagogical frameworks. Key barriers include limited discipline-specific resources, structural curriculum constraints and lack of targeted support. Enablers include collaboration with Indigenous experts and culturally relevant teaching approaches that enhance student engagement. The study offers insights to inform curriculum development, institutional policy and future research in ICT education.
Details
- Title
- Indigenising ICT education in Australian higher education: Perspectives from educators
- Creators
- Meena Jha - Central Queensland UniversityFelise Goldfinch - James Cook UniversityLakmali Herath Jayarathna - Queensland University of TechnologyNicole Herbert - University of TasmaniaCarolyn Seton - Southern Cross University
- Publication Details
- The Australian journal of indigenous education, Vol.55(1), pp.1-24
- Publisher
- The University Of Queensland; St Lucia
- Grant note
- This research is supported by funding from the Australasian Council of Deans of Information and Communication Technology (ACDICT) through the Australian Learning and Teaching Analytics (ALTA) 2023 initiative.
- Identifiers
- 991013393709702368
- Copyright
- © The Author/s 2026.
- Academic Unit
- Information Technology; Faculty of Science and Engineering
- Language
- English
- Resource Type
- Journal article