This scoping review examines the integration of Indigenous perspectives into computing curricula across Australian universities and reveals significant systemic gaps in the indigenisation of computing education, including limited adoption of culturally grounded pedagogies and uneven institutional support.
Abstract
This scoping review, co-designed with two First Peoples co-authors and informed by consultations with 12 First Peoples stakeholders, examines the integration of Indigenous perspectives into computing curricula across Australian universities. The study aims to support more inclusive and equitable computing education by identifying existing practices, gaps, and opportunities for curriculum transformation. Guided by the PRISMA-ScR framework, we analysed 158 sources to map relevant policy contexts, Indigenous pedagogical approaches (e.g., 8 Ways, Yarning Circles, and on-Country learning), and current implementation strategies within higher education. To complement the literature analysis, we conducted a survey assessing institutional readiness for curriculum change and incorporated reflexive insights from all co-authors regarding positionality and research practice. Our findings reveal significant systemic gaps in the indigenisation of computing education, including limited adoption of culturally grounded pedagogies and uneven institutional support. In response, we synthesise evidence-based strategies for curriculum development, such as integrating culturally responsive programming activities and embedding Indigenous data sovereignty and ethical computing principles into core subjects. The study provides actionable recommendations for universities seeking to design culturally inclusive IT and computing curricula and outlines key directions for future research and practice. Supplementary materials include an extended review of related work and a case study illustrating the educational impact of incorporating First Peoples perspectives into computing education.
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.
Meena Jha, Felise Goldfinch, L.C.H. Jayarathna et al.· The Australian Journal of In...· 0 citations
This study aimed to explore the implementation of inclusive education for students with disabilities at Waukegan High School in Waukegan, Illinois, focusing on teachers’ lived experiences, instructional strategies, perceived effectiveness, and institutional support systems that shaped inclusive practices in the 2025 – 2026 academic period. A qualitative research design was employed using Braun and Clarke’s Reflexive Thematic Analysis (RTA) as the analytic framework, and the study systematically followed its six-step process, which included data familiarization through repeated reading of interview transcripts, generating initial codes from meaningful data segments, searching for patterns to develop preliminary themes, reviewing and refining themes for coherence, defining and naming final themes, and producing the final analytic narrative that integrated all findings into a coherent interpretation of inclusive education practices. Data were collected through semi-structured interviews with nine special education teachers who were selected through purposive sampling based on their direct experience in implementing inclusive education. The findings revealed that teachers employed differentiated instruction, co-teaching, scaffolding, assistive technologies, accommodations, and modifications aligned with Individualized Education Programs (IEPs) to support diverse learners, which contributed to improved student engagement, participation, and academic progress; however, implementation was hindered by limited planning time, large class sizes, behavioral challenges, and inadequate resources. Institutional support systems, particularly professional development, collaborative practices, and clear inclusion policies, were found to be critical in sustaining effective implementation. The study concluded that inclusive education was a dynamic and context-dependent process requiring continuous adaptation, collaboration, and systemic support, and an Inclusive Learning Structured Improvement Framework (ILSIF) was proposed to strengthen implementation and address identified gaps.
Reymond Dela Cruz· Psychology and Education: A...· 0 citations
Student engagement and ownership are persistent challenges in higher education (HE), particularly in small, vocationally led institutions. This study investigates how curriculum co-creation can address these challenges within a United Kingdom (UK) micro higher education institution (HEI) specialising in live events education. The institution has a diverse student body, comprising a high proportion of neurodivergent and non-traditional learners. Students reported limited influence over curriculum decisions and a sense of tokenism in existing feedback mechanisms.Eleven undergraduate students participated in semi-structured interviews, analysed using Braun and Clarke’s (2022) reflexive thematic analysis. Findings revealed a strong interest in co-creation, with students identifying benefits such as increased motivation, confidence and a sense of community. Participants also highlighted the need for clear structures, scaffolding and inclusivity, alongside concerns about academic standards and readiness.The study emphasises the importance of staged implementation, dialogue-based feedback and harnessing relational strengths in small cohorts. It contributes to the literature by providing insights from a vocational micro HEI – an under-represented context – and offers practical recommendations for institutions seeking to move from consultation to genuine partnership in curriculum design.
Jennifer Snart· Compass: Journal of Learning...· 0 citations
This article critically examines Education for Sustainable Development (ESD) within teacher education, considering its alignment with the Sustainable Development Goals. Adopting a theoretical-critical approach, this study is based on a critical narrative review of national and international publications from 2015 to 2024, combined with thematic analysis. Forty-two works were selected from databases including Scientific Electronic Library Online (SciELO) and the Coordination for the Improvement of Higher Education Personnel (CAPES), and were analyzed using thematic analysis. The findings reveal interrelated gaps across multiple dimensions that hinder the effective implementation of ESD. Conceptually, an anthropocentric and economistic bias predominates, accompanied by a lack of epistemological reflection on alternative frameworks such as planetary health. In the pedagogical dimension, behaviorist approaches emphasize individual actions without critically addressing socioeconomic structures, thereby weakening interdisciplinarity. Institutionally, resistance persists toward breaking with rigid disciplinary curricula, alongside insufficient support for transdisciplinary practices. Politically, the study identifies a disconnect between Brazil’s National Common Curricular Base (Base Nacional Comum Curricular — BNCC) and the effective integration of environmental themes, as well as the hegemony of a competency-based neoliberal logic that depoliticizes education. These gaps are particularly evident in teacher education, which lacks robust curricular components and adequate professional development opportunities. Critical environmental education emerges as a transformative perspective by fostering ecological awareness and socio-environmental justice. The study concludes that overcoming these challenges requires strengthening critical, interdisciplinary, and territorially contextualized training practices that integrate scientific, social, and ethical-political knowledge, thereby preparing educators to transform the structures that perpetuate the socio-environmental crisis.
J. Gomes-Figueiredo, Janete do Rosário Amaro Crisanto· Revista Brasileira de Ciênci...· 0 citations
STEM education plays a strategic role in developing the skills needed to face the global challenges of the 21st century, from sustainability to digital transformation. However, its implementation remains uneven and is often reduced to fragmented initiatives lacking methodological coherence. This study integrates a literature review with an empirical analysis of a questionnaire administered to 131 teachers, exploring their knowledge, perceptions, prior experiences, and future intentions to implement interdisciplinary STEM pathways. The results highlight a strong awareness of the importance of STEM but often a fragmented understanding of its methodological principles and disciplinary integration. Key barriers emerge at the levels of teacher training, material resources, and school organization. Nonetheless, teachers demonstrate a cultural inclination toward innovation and recognize the educational and inclusive value of STEM pathways. The study concludes by emphasizing the need for systemic interventions: structured initial and ongoing teacher training, methodological support, and adequate infrastructure, so that STEM education can translate into authentic, inclusive, and transformative teaching practices.
B. Ștefania· Annals of Social Sciences &a...· 0 citations
Inclusive education aims to ensure equal learning opportunities for all students, including those with disabilities, by promoting participation, accessibility, and fairness in educational processes. Within this framework, inclusive assessment serves as a key mechanism for understanding students’ learning needs, guiding instructional decisions, and supporting academic progress through flexible and individualized approaches.
This paper presents a systematic literature review of international and Albanian studies on inclusive assessment practices published between 2010 and 2025. Following the PRISMA guidelines, peer-reviewed articles were identified and analyzed using databases such as Scopus, ERIC, and Google Scholar. The review explores contemporary assessment approaches, including formative, dynamic, and individualized assessment models, with particular attention to frameworks such as Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS).
The findings reveal that while inclusive assessment practices are increasingly integrated into educational systems internationally, their implementation in the Albanian context remains limited. Key challenges include insufficient teacher preparation, predominant use of traditional assessment methods, lack of appropriate resources and assessment tools, and inconsistencies in the application of inclusive education policies. As a result, a noticeable gap persists between internationally recognized best practices and everyday assessment realities in Albanian schools.
The study emphasizes the need for the development of a coherent national framework for inclusive assessment, targeted professional development for teachers, culturally responsive assessment tools, and greater involvement of parents and students in the assessment process. The paper concludes by offering recommendations aimed at strengthening inclusive assessment practices and supporting more equitable educational outcomes for students with disabilities in Albania.
Iris Manci· Proceedings of the Internati...· 0 citations
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