Uncovering Indigenous perspectives in the Australian engineering curriculum: a systematic literature review of practical examples

Abstract

This paper documents and shares findings from a Systematic Literature Review (SLR) that was conducted to explore what published evidence exists of how Indigenous perspectives have been incorporated into the Australian tertiary engineering curriculum. The importance of embedding these perspectives into engineering education is known as it provides holistic and authentic learning experiences, reflects real world and industry practices, and better equips graduates. Engineers must competently demonstrate understanding of, and ethical conduct for, social and community duties. In order to provide graduates with the knowledge and awareness of how engineering practices affect human, societal, and environmental demands, it is becoming increasingly important to emphasise the human elements of engineering. The SLR resulted in 27 included results which highlighted six reoccurring themes, vital for the shared success when embedding Indigenous perspectives. This included community engagement, capacity building for engineering educators, resource repository, storytelling, use of frameworks, and projects.