Indigenising ICT education in Australian higher education: Perspectives from educators

Meena Jha; Felise Goldfinch; Lakmali Herath Jayarathna; Nicole Herbert; Carolyn Seton

doi:10.55146/ajie.v55i1.2018

Authors

Meena Jha Central Queensland University https://orcid.org/0000-0001-9854-8426
Felise Goldfinch James Cook University, Australia https://orcid.org/0000-0001-9480-5982
Lakmali Herath Jayarathna Queensland University of Technology https://orcid.org/0000-0002-5406-4953
Nicole Herbert University of Tasmania https://orcid.org/0000-0003-0536-0745
Carolyn Seton Southern Cross University https://orcid.org/0000-0002-2566-5389

DOI:

https://doi.org/10.55146/ajie.v55i1.2018

Keywords:

ICT Curriculum, curriculum Indigenisation, cultural competency in higher education, Indigenous knowledge systems, digital inclusion

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.

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Author Biographies

Meena Jha, Central Queensland University

Associate Prof Meena Jha has a degree in Electronics and Communication Engineering and a Masters and PhD in the area of Computer Science. She is a researcher and educator in the field of computer science and IT in the School of Engineering and Technology (SET) at Central Queensland University (CQUniversity) in Sydney, Australia. Her research interests include generative artificial intelligence (GenAI), Indigenisation in ICT curriculum, big data and artificial intelligence, expert systems, business intelligence, real-time analytics, legacy system modernisation, the internet of things (IoT) and academic integrity in education. She has developed courses on information systems analysis and business intelligence using big data and data science. She has published 100+ articles.

Felise Goldfinch, James Cook University, Australia

Felise Goldfinch is affiliated with the College of Arts, Society and Education (CASE) and the Indigenous Education and Research Centre at James Cook University, Australia. Her work focuses on Indigenous education, culturally responsive pedagogy, curriculum Indigenisation and advancing equitable educational practices within higher education. She is actively engaged in research and initiatives that support the inclusion of Aboriginal and Torres Strait Islander perspectives across teaching, learning and community engagement. Through her contributions to Indigenous education and research, she advocates for culturally safe, inclusive, and collaborative approaches that strengthen Indigenous participation and representation in Australian education.

Lakmali Herath Jayarathna, Queensland University of Technology

Dr Lakmali Herath Jayarathna is a researcher and former PhD candidate at the School of Information Systems, Queensland University of Technology (QUT), Brisbane, Australia. Her research interests include social media in education, information systems, business analytics and technology-enhanced learning. Her PhD research, completed in 2022, focused on the effective use of social media networks for collaborative learning in higher education, examining how digital platforms can support student engagement, communication and knowledge sharing. Her work contributes to understanding innovative approaches to learning and the integration of emerging technologies within contemporary educational environments

Nicole Herbert, University of Tasmania

Professor Nicole Herbert has been a member of academic staff at the University of Tasmania since 1999, currently serving within the School of Information and Communication Technology (ICT) as the Head of School. Nicole has a long history of senior leadership roles in learning and teaching and was recently the Deputy Associate Dean Student Success and Academic Quality for the College of Sciences and Engineering (CoSE). Prior to this, Nicole was the Deputy Associate Dean Student Engagement and Retention (CoSE) and the Deputy Associate Dean Academic Transformation (CoSE) and the Associate Head Learning and Teaching for the School of Architecture and Design, School of Geography, Planning and Spatial Sciences, and School of Information and Communication Technology. Nicole is a leading scholar in the field of ICT curriculum design, with a strong focus on enhancing student engagement and retention and producing job-ready graduates. Nicole is an experienced ICT curriculum accreditor for the Australian Computer Society

Carolyn Seton, Southern Cross University

Dr Carolyn Seton currently works in the Information Technology discipline within the Faculty of Science and Engineering at Southern Cross University. Her research interests span computer science education, human–computer interaction, digital literacy, and diversity and equity in STEM education. Carolyn’s work focuses on improving inclusive learning experiences, enhancing digital capability, and addressing barriers to participation in technology and STEM-related fields. Her research contributes to broader efforts to create equitable and accessible educational environments and aligns with several United Nations Sustainable Development Goals, particularly Quality Education (SDG 4), Gender Equality (SDG 5), Reduced Inequalities (SDG 10), and Industry, Innovation and Infrastructure (SDG 9).

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