Indigenising Computing Education: A Co-Designed Scoping Review of Australian University Curricula

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.