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.

KEYWORDS:

• Systematic literature review
• Indigenous perspectives
• Aboriginal
• Torres Strait Islander
• Australian engineering curriculum
• engineering education

1. Introduction

Indigenous Australians have worked with natural ecosystems for thousands of years, designing and developing sustainable engineering solutions (Pascoe 2018). However, currently the recognition and perspectives of Indigenous Australians is mostly missing from tertiary engineering curriculum in Australia (Australian Council of Engineering Deans 2017; Goldfinch et al. 2016).

The importance of embedding Indigenous knowledge into the education curriculum is a high priority for many educational bodies and institutions. Primary and secondary schools have experienced particular attention from the Australian Government, with reports and frameworks such as ‘Embedding Aboriginal and Torres Strait Islander Perspectives in schools’ from the Queensland Government (2011), ‘Aboriginal and Torres Strait Islander Studies’ and the ‘Aboriginal and Torres Strait Islander Histories and Cultures’ curriculum being released (Australian Curriculum, Assessment and Reporting Authority n.d..). These documents all support the shared goal of embedding of Indigenous knowledge and perspectives and having an understanding of and respect for Indigenous cultures (Queensland Government 2011). Research has shown that through these shared goals, the attendance, retention, and participation of Indigenous students have increased, which have flow-on effects across all aspects of life, including health and safety (Australian Institute of Health and Welfare 2020; Queensland Government 2011). Whilst the further embedding of Indigenous perspectives supports Indigenous students, it also provides the opportunity for non-Indigenous students to engage in reconciliation and show respect and recognition to the world’s oldest living cultures (Australian Curriculum, Assessment and Reporting Authority, n.d..). It additionally provides all Australian school students with a greater and more accurate understanding of Australian history and cultures (Queensland Government 2011).

Progress in the schooling system has resulted in a push for higher education bodies to embed Indigenous perspectives and undertake cultural competence training (Frawley, Russell, and Sherwood 2020). The Universities Australia Indigenous Strategy, launched in 2017, sought to bring all universities together to support and advance Indigenous Australians’ participation and success in tertiary education (Universities Australia 2022). While the rate of Indigenous Australians entering higher education has increased from 32.8% to 44.9% between 2001 and 2016, the proportion of Indigenous students still remains extremely low compared to non-Indigenous students (Australian Bureau of Statistics 2020). Indigenous students in higher education comprise less than 2% of the student population (National Indigenous Australians Agency 2019). Engineering and related technologies continue to be one of the lowest entering fields for Indigenous students (Australian Institute of Health and Welfare 2020).

To acknowledge the social first nature of engineering skills, professional skills such as communication, teamwork, and ethical design should be emphasised in engineering education. Additionally, perspectives and recognition of Indigenous Australians require further embedding in curriculum (Australian Council of Engineering Deans 2017). Through embedding Indigenous perspectives, the potential benefits include providing holistic and authentic learning experiences for students through two-way knowledge sharing. Furthermore, Indigenous students may be supported through provision of cultural links, and non-Indigenous students may gain greater understanding and respect for Indigenous cultures (Frawley, Russell, and Sherwood 2020). This better prepares graduates to enter the field and work, consult, and engage with people from all backgrounds and explore alternative ways of thinking to find the ‘best’ engineering solution (Campbell, Michael, and Crough 2020). However, a significant gap exists on how to embed this knowledge appropriately and practically into the tertiary engineering curriculum.

As such, the research question this study aims to answer is ‘What published evidence exists of how Indigenous perspectives have been incorporated into the Australian tertiary engineering curriculum?’. This research question will be addressed by conducting a Systematic Literature Review (SLR) of Indigenous perspectives within Australian tertiary engineering education.

2. Further context

Indigenous cultures are extremely rich and diverse across Australia, with over 400 distinct groups with their own set of cultures, customs, languages, and laws (Australian Institute of Aboriginal and Torres Strait Islander Studies (Australian Institute of Aboriginal and Torres Strait Islander Studies 2022b). As such, when exploring Indigenous perspectives, it is vital to provide relevant and related information based on the local context and with approval from Traditional Owners (Australian Council of Engineering Deans 2017; Australian Institute of Aboriginal and Torres Strait Islander Studies 2022b). This research was conducted with respect to the AIATSIS code of ethics, acknowledging Indigenous self-determination, Indigenous leadership, impact and value, sustainability and accountability, and all associated aspects (Australian Institute of Aboriginal and Torres Strait Islander Studies 2022a).

One important piece of work that has emerged since the completion of the systematic literature review is the ‘Indigenous Engineering for an Enduring Culture’ book (Kutay et al. 2022). This book highlights the important history of Indigenous Australians and provides examples of the integration of Indigenous engineering knowledge. This book will be valuable for engineering educators to explore and further their understanding as it provides numerous case studies and ways to integrate Indigenous knowledges into curricula across various disciplines (Kutay et al. 2022).

The term ‘Indigenous’ used throughout this article refers to Australian Aboriginal and Torres Strait Islander peoples. The term ‘Indigenous’ was selected to include a wider focus on Aboriginal and Torres Strait Islander peoples; however, when working with specific Indigenous communities, it is vital to recognise and reflect the diversity (Australian Institute of Aboriginal and Torres Strait Islander Studies 2022a).

3. Methodology

3.1. Positionality statement

We (the authors) would like to acknowledge our backgrounds, experiences, and how these could impact the findings of the research. We have both studied electrical engineering, one works as an electrical engineer and the other works as a senior lecturer. We both teach into the electrical engineering degree, with experience tutoring, marking, lecturing, and coordinating between them. We are not First Nations people. We have both undertaken cultural competency training. We both live in Brisbane (Meanjin). Whilst extensive efforts were made to be culturally competent, we want to note that we are not experts on Aboriginal and Torres Strait Islander cultures, traditions, or history.

3.2. Systematic literature review

A Systematic Literature Review (SLR) was conducted to ensure a transparent, consistent, and replicable methodology was used to answer the research question. SLR involves the systematic search and retrieval of literature, the selection and use of inclusion criteria, quality evaluation, and analysis and synthesis of the results (Borrego, Foster, and Froyd 2015). This process formalises the methodology, minimises biases, and addresses challenges such as the difficulty of synthesis in interdisciplinary fields such as engineering education (Borrego, Foster, and Froyd 2015). The process outlined by Borrego et al. (2015) was followed due to the application in the engineering education field.

3.3. Inclusion criteria and search strategy

A search with relevant terms was conducted on 24 March 2022 across a range of databases. Key terms were searched across all fields, with truncation used to retrieve plurals and alternate forms of the words. Boolean logic was used to combine each of the key terms to generate the relevant results. Individual terms were combined using the ‘OR’ logic, whilst term types were joined using ‘AND’ logic. Searches were refined to results only published in the last ten years (January 2012–March 2022) and written in English. The search strings were altered pending individual database requirements; however, the process and terms remained consistent. Table 1 displays the terms used for the search strategies.

Table 1. Search terms.

#	1 – People	2 – Education	3 – Level of education	4 – Field	5 – Location
Terms	Indigenous aborigin* torres* ‘first nation*’	perspective* knowledge understand* wisdom	university college undergraduate tertiary ‘higher education’	engineer*	Austra*

3.3.1. Selection and screening

A variety of databases were explored; and seven were selected due to initial results provided by other databases not being relevant. Databases highlighted by Borrego et al. (2015) were additionally explored to ensure consistent approaches for SLRs in engineering education, and these databases had already been explored in the initial search. The seven included databases were: Web of Science, Informit, Compendex, Scopus, ERIC plus Education Source, Inspec, and IEEE Xplore digital library.

Across the 7 included databases, 542 results were identified. The Systematic Review Accelerator tool (University 2022) was used to review each of the sources and remove 82 duplicates. The remaining papers were screened against eligibility criteria iteratively by title, abstract, and then full text review. The review criteria are shown in Table 2.

Table 2. Review criteria.

Stage	Include criteria	Exclude criteria
Title	‘STEM’ or a link to engineering and; Link to first nations people (any of the previous search terms were deemed appropriate at this stage) and; Link to education at any level	Else
Abstract	Specific link to engineering and; Link to a country (if Australia was not explicitly mentioned, need to open full text to determine) and; Link to higher or tertiary education	Else
Full Text	Link to Australia and; Practical example or; Link to specifically something which could/has/will be done in a tertiary educational setting	Else

This resulted in 17 included records after review, shown in Figure 2. However, it is known that a large portion of work embedding Indigenous perspectives and knowledge is not published or identifiable under traditional databases. As such, the inclusion of grey literature was vital to the holistic understanding of the project and progress within this sphere.

To ensure transparent and replicable approach was taken to locate this work, grey literature was identified through collating and reviewing the reference lists of all included works, also known as citation tracking (Bakkalbasi et al. 2006). This resulted in an additional 345 sources to be reviewed, shown in Figure 3. Duplicates were then removed, and the same restrictions of timeframe and publishing language were applied. From this, the inclusion criteria were then applied at title, abstract, and full text stages, resulting in 10 additional works included from grey literature.

The two authors worked independently to conduct this review process and determine the eligibility of the resources, whilst ensuring no results were missed during the review. Conflicts between results were resolved through discussion between the two authors.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided the review and provided a flowchart to depict the information across phases of the process (Moher et al. 2009). The results of the SLR have been summarised into the flowcharts displayed in Figures 1, 2 , and 3. Figure 1 shows a summary flowchart, with the high-level number of records reviewed at each stage. Figure 2 shows details of the studies identified via databases, and Figure 3 details of records found via reference lists of previously included studies.

Figure 1. Summary PRIMSA flowchart for Indigenous perspectives in Australian engineering education systematic literature review.

Figure 2. PRIMSA flowchart for studies identified via databases.

Figure 3. PRIMSA flowchart for studies identified via reference lists of previously included studies.

3.4. Quality assessments

Traditional quality evaluation tools for literature reviews were explored, such as GRADE (Grading of Recommendations, Assessment, Development, and Evaluation), and critical appraisal tools for qualitative research and systematic reviews (BMJ 2022; Lockwood, Munn, and Porritt 2015). However, due to the type of literature identified in this research, these tools were not applicable, and quality was hard to assess. In traditional research contexts, there would be a significant quantity of research, and as such, the emphasis on peer reviewed literature would be placed. However, as this is an emerging body of published research, a large portion of the work fell under grey literature, and thus had not been peer reviewed. From the 27 final included records, only 4 were published journal articles, and within the 18 conference proceedings, the depth and relevance ranged significantly.

Some works formed small of larger studies or precursors to advanced works. These results could have been excluded; however, due to the desire to collate all examples, they were included. Additionally, one included no references, which are an important part of academic research (Duff, Gunstone, and Ritchie 2016). Due to this, the work could have been excluded; however, as the goal was to collate all examples, the record was included.

4. Results

The 27 records included are shown in Table A1 of Appendix. Four records were journal articles, 18 were conference proceedings (5 of which were located through grey literature), and the remaining 5 (all located as grey literature) included websites, government publications, position statements, and reports. All included results had a focus on Australian Indigenous perspectives, whilst two records also included references to other colonised countries. Hughes et al. (2018), Goldfinch and Kennedy (2013), and Ruta et al. (2021) all had references to New Zealand, whilst Ruta et al. (2021) expanded the scope to include Canada and the United States of America. The year 2018 had the largest quantity of works published in a single year (6), all of which were conference proceedings at the Australasian Association for Engineering Education Conference. University of Wollongong and University of Melbourne have produced the most research within this area.

A total of 87 authors were involved in the 27 included records; however, there were seven authors identified who contributed to a significant portion of the work. These include: McCarthy (5), Kutay (5), Dawes (5), Kennedy (8), Prpic (10 including as editor), Leigh (11), and Goldfinch (12). As these authors are the key contributors, they are likely to be the experts within the field of embedding Indigenous perspectives, and as such, their work should be considered with a great emphasis. These authors were from diverse backgrounds, with many works authored or led by a range of Indigenous academics.

To gain an initial understanding of the types of literature, it was grouped by common elements including Curriculum Development, Workshops, Academic/Industry Reflections, and Other (see Appendix 1 for categorisations and Appendix 2 for more details on these groupings). Across all literature types, recurring recommendations were provided, including professional development, capability building, community engagement, and further support for educators. These results also highlighted the lack of supporting information available, and that currently many resources are inaccessible or difficult to locate. This then led to thematic identification and analysis of the literature to further understand key elements.

5. Discussion

5.1. Thematic analysis of literature

Six themes were identified across the included literature, shown in Figure 4. The themes identified were community engagement, capacity building for engineering educators, resource repository, storytelling, use of the Engineering Across Cultures (EAC) framework, and projects. Some literature is representative of more than one theme, and as such is explored in each of the relevant themes.

Figure 4. Themes identified.

5.1.1. Community engagement

Consultation and collaboration with Indigenous people are a vital aspect of Indigenising curriculum. All works considered, promoted, and used engagement with First Nations consultants and community groups to develop their curriculum, highlighting the importance of informed decision-making and consultation. However, it is apparent that issues occur with educators who are unsure of how to approach this task (Goldfinch et al. 2017).

To assist educators in how to approach community engagement, several researchers have explored set guidelines. Kennedy et al. (2016) developed the ‘Five Rights’ framework which should be used to engage Indigenous people for the holistic development and identification of culturally appropriate knowledge. Additionally, Goldfinch and Kennedy (2013) explores the ‘do nots’ of consultation and engagement. These include consultation for the wrong reasons, unsustainable initiatives, deficit views, and pan-Indigenising (Goldfinch and Kennedy 2013). Without involving and valuing Indigenous people throughout this process, more harm than good may come. This can inadvertently lead to process driven tokenism and assimilation of culture, as opposed to recognition and inclusion (Goldfinch and Kennedy 2013).

Engagement should be mutually beneficial, with interconnected goals stemming from past government or institutional targets (Goldfinch and Kennedy 2013). As such, meaningful relationships should be formed through open discussions and clear objectives set to determine why the engagement is needed and the scope of consultation, relationship, and connection (Goldfinch and Kennedy 2013). Engagement should not be done to ‘tick a box’, but from genuine curiosity, respect, and value of the importance of Indigenous perspectives and knowledge.

Works have explored engagement with many different local Indigenous groups and not for profit organisations such as the Gunditj Mirring Traditional Owners Corporation, Moondani Toombadool Centre, and Illawarra Local Aboriginal Lands Council (ILALC) (Goldfinch and Kennedy 2013; Prpic and Bell 2018; Turner, Burt, and Mann 2018). A heavily consulted group was Engineers Without Borders (EWB), an Australian non-profit organisation. EWB was involved in some capacity in works by Thomas et al (2017), Robertson et al (2020), Campbell et al (2020), Turner et al (2018), and more. As such, EWB may be useful as a starting point for universities and educators who are not confident in beginning the engagement themselves or are unsure where to start.

5.1.2. Capacity building for engineering educators

With the duty falling onto engineering educators to embed Indigenous knowledge, their attitudes and confidence towards embedding this knowledge must be explored. Currently, engineering educators have limited knowledge, experience, and confidence in embedding Indigenous perspectives (Goldfinch et al. 2016, 2017). As such, capacity building for engineering educators was a reoccurring theme.

Ruta et al. (2021) noted capacity building as a key theme internationally, with Australia, Canada, New Zealand, and the United States all placing a focus on supporting academic staff on how to effectively, appropriately, and authentically embed Indigenous perspectives. Workshops, dialogues, and courses have been offered to help educators learn more about Indigenous perspectives and what that means for embedding content into curriculum (Duff, Gunstone, and Ritchie 2016; Hughes et al. 2018; Kutay and Leigh 2018b; Leigh et al. 2014; Prpic 2015).

Turner et al. (2018) reflect on the process taken to embed Indigenous knowledges into the engineering programme at Swinburne University of Technology. Engineering educators and key stakeholders’ experience was explored, which highlighted the significant learning journey and capacity building which must be undertaken to authentically embed Indigenous perspectives (Turner, Burt, and Mann 2018). Additionally, Thomas et al. (2017) stated the need for academic support, oversight, resources, and knowledge as a key requirement when developing new curriculum resources.

In the work by Goldfinch et al. (2017), the authors noted that to best support engineering educators a focus must be placed on broadening recognition of issues, experience, and knowledge within this field (Goldfinch et al. 2017). Educators currently have a lack of experience and knowledge within this sphere, and additionally may lack the confidence to approach this task (Goldfinch et al. 2017). The work highlighted that to effectively embed Indigenous knowledge into Australian engineering curriculum, a focus must be placed on creating a collaborative space for Indigenous communities and engineering academics to work towards genuine integration (Goldfinch et al. 2017).

Frameworks were developed to assist and guide educators on their journey to embed Indigenous perspectives into engineering education (Kennedy et al. 2016). Given the lack of practical experience and examples that exist, a heavy reliance on the framework is placed (Goldfinch et al. 2017). Additionally, the recommendation and the need to support and train engineering educators on how to embed Indigenous perspectives effectively, appropriately, and authentically are put forward in multiple works (Australian Council of Engineering Deans 2017; Goldfinch et al. 2016; Ruta et al. 2021).

From this, the need for capacity building for educators is clear, and that this is a key step towards making change within this sphere. Capacity building involves a range of factors; from personal experience working with Indigenous peoples, cultural competency training, confidence building, and exploring how to deliver this content in a respectful and authentic manner without offending or encroaching on someone, their culture, and their history.

5.1.3. Resource repository

The need for a resource repository and the collation of successful examples of embedding Indigenous Perspectives is evident, and correlates closely to the previous two themes.

Goldfinch et al. (2017) noted that educators are using a small base of knowledge and experience makes it a challenging task to embed Indigenous perspectives. Collating ideas and knowledge will provide a baseline for educators and allow for more accessibility.

The workshop by Hughes et al. (2018) had activities for the participants to collate and document examples of fostering engagement and success of Indigenous students, and examples of incorporating Indigenous knowledge/material in engineering curricula. The outcome of the work noted it would present the examples of this at the day following the conference, which would have supported attendees to develop their own resource hub (Hughes et al. 2018). Widening access to the resources beyond workshop participants would be valuable. Kutay and Leigh (2018b) planned to develop a central repository of community contacts, and discussion of future work, as well as share content and ideas more broadly. However, this was unable to be located.

A recommendation put forward in ‘Embedding Indigenous Perspectives into Engineering Education’ was to develop an online hub to share successful examples of embedding Indigenous knowledge, in both educational and industry practices (Goldfinch et al. 2016). However, as of the time of this writing, a comprehensive platform has not been fully realised. A website exists, and was located in the grey literature review, which serves as an online resource hub and has a variety of examples of embedding Indigenous perspectives into engineering education (Indigenous Engineering n.d..). This website was monitored and maintained throughout the duration of the Australian Government OLT project; however, the website has not been updated since. Additionally, another website exists with the same goal, however, has not been updated since 2016 (Engineering Across Cultures n.d..). This site was designed as more of a blog style site with a lack of structure, and appears to have preceded the Indigenous Engineering (n.d..) website. These websites present an opportunity for the engineering education community to share up to date examples.

Prpic (2015) also put forward recommendations and actions, with one of the key items being to develop a National Indigenous Engineering Education Hub. The hub was to be developed as a collaborative venture with Aboriginal and Torres Strait Islander communities and stakeholders including careers advisors, engineering educators, not-for-profit organisations, Engineers Australia, and industry (Prpic 2015). Goldfinch et al. (2016a) noted that The University of Melbourne was taking the leading step in developing this National Indigenous Engineering Education Hub. However, it is currently unclear whether this resource hub exists in a fully developed form.

Whilst some engineering schools and faculties have sought to embed Indigenous perspectives into their curricula through engagement with Indigenous stakeholders, the initiatives and efforts of these initiatives are primarily localised within their respective institutions (Australian Council of Engineering Deans 2017). As such, ACED also put forward a recommendation to develop and share emerging practices across education providers to work towards shared success within the field (Australian Council of Engineering Deans 2017).

Therefore, the recommendations above identify the need for a current resource repository to assist educators and academics in locating exemplary instances of how to practically integrate Indigenous knowledge and perspectives. The authors acknowledge that this is a challenging undertaking that would require ongoing resourcing and coordination.

5.1.4. Storytelling

Storytelling is an important aspect of Indigenous cultures, with Turner et al. (2018) stating ‘Indigenous knowledges are relational, grounded in experience, strongly connected to land and passed on through oral storytelling’. Aboriginal people share knowledge about their communities and environments through narratives and Dreamtime stories (Sveiby and Skuthorpe 2016). As such, when exploring Indigenous perspectives in engineering education, the use of storytelling was a reoccurring theme.

Kutay & Leigh (2018a) explored using storytelling as a method of teaching Indigenous perspectives in engineering, with the focus of the work validating the credibility and importance of the method using theoretical models such as the Cynefin Model. This work highlighted the importance of linking the story to the learning topic, providing examples, and relating to students’ context (Kutay and Leigh 2018a).

Kutay & Leigh (2018b) also explored processes of storytelling and scenario creation, and how to gather and use these stories in the curriculum. However, this was part of a workshop and limited details were provided (Kutay and Leigh 2018b).

Kutay et al (2021) used community experiences and localised storytellers to illustrate different perspectives – Western, Engineering, and Aboriginal perspectives – to engineering students to generate different insights, discussion, and alternative ways of thinking. This work highlighted the importance of collaboration with experts in storytelling to verify the knowledge shared is correct, the appropriate authority of those telling the stories, and sharing knowledge as part of a larger narrative to provide context (Kutay et al. 2021).

Kutay et al. (2018) also explored storytelling, however not as an educational practice, but rather an important cultural factor. This work provided examples of the importance of protocol in Aboriginal communities, and the relationship between people, who can be told what story, and who can tell the stories (Kutay, Gunay, and Tobin 2018). This work also explored issues that have occurred previously in engineering projects due to lack of cultural understanding (Kutay, Gunay, and Tobin 2018).

The cultural importance of storytelling was seen by Kennedy et al., (2016) and Goldfinch et al., (2016a), with exploration on Aboriginal perspectives embracing Country, kinship, culture, journey, connectedness and all associated aspects, stories, and history.

The relationship between Indigenous storytelling and real-world engineering design practices was seen by Kutay and Leigh (2017). This work explores the development of a mobile application which allows viewers to scan artworks, providing viewers with additional information on the artist and the story behind the artwork (Kutay and Leigh 2017).

The learning journey of key stakeholders was explored, and the narratives woven together as a collective story by Turner et al. (2018). This highlighted the authentic incorporation of Indigenous methodologies into engineering education at all stages of planning, implementation, and reflection, and emphasised the importance of flexibility and reflexibility (Turner, Burt, and Mann 2018).

Indigenous expertise should be embraced, and education providers should learn from Traditional Owners about their cultures, customs, history, languages, and more (Engineers Without Borders 2020). Stories allow students to explore and understand different social and cultural factors. When teaching, unless First Nations consultants or Elders are responsible for the storytelling, it may be appropriate to consider delivery and use of case studies or explore personal past experiences as some researchers have reported that the term ‘storytelling’ can have negative connotations associated in scientific fields (Dahlstrom 2014). Furthermore, it is important for educators to understand the significance of different approaches to how knowledge is taught and shared in different cultures (Kutay and Leigh 2018b). Therefore, the use of the term storytelling should be considered within the teaching context to support positive associations.

5.1.5. Use of framework

The Engineering Across Cultures Framework (EAC) was developed as a guideline for educators to use when embedding Indigenous perspectives. The framework allows educators to understand opportunities and roadblocks on the journey of embedding Indigenous perspectives, as well as provides reflection tools (Goldfinch et al. 2016). The framework is of great benefit for educators who may be unsure of where to begin, or what must be considered prior to engagement with community. The detailed framework was developed by Kennedy et al. (2016) and was part of the larger OLT project by Goldfinch et al. (2016a).

The development of the EAC framework and early models was seen by Goldfinch et al. (2016a), Leigh et al. (2014a) and Leigh et al. (2015). Additionally, the framework was also published online (Indigenous Engineering, n.d..).

References to and use of the framework were explored in many works as a baseline for embedding Indigenous perspectives (Australian Council of Engineering Deans 2017; Campbell, Michael, and Crough 2020; Goldfinch et al. 2016, 2017; Kutay and Leigh 2017, 2018a, 2018b; Prpic 2015; Prpic and Bell 2018; Ruta et al. 2021; Thomas et al. 2017; Turner, Burt, and Mann 2018). The framework was the most cited piece of literature located throughout the SLR; however, the level of detail regarding the use of the framework varied. Whilst explicit links to the EAC framework were not found in these works, the process and ideas (i.e. Western versus Aboriginal ways of knowing) were seen by Kutay et al. (2021) and Goldfinch and Kennedy (2013).

This EAC framework provides a strong set of reference points for educators making decisions about how to build genuine relationships with Indigenous communities to contribute relevant Indigenous perspectives to engineering education in an appropriate way (Kennedy et al. 2016).

5.1.6. Projects

When embedding Indigenous perspectives into curriculum, projects and design units were the most heavily used. Campbell et al. (2020) stated that design courses can be taught in a practical way and are useful to explore concepts such as ethics as sustainability (key concepts for Indigenous perspectives), and thus are more likely to engage engineering students.

The design process of a new engineering subject, which prioritised Indigenous perspectives, two-way learning exchange, and designing on Country, was explored by Prpic and Bell (2018). This subject focused on the Budj Bim National Heritage Landscape at Lake Condah in Victoria and was developed in collaboration with the Gunditjmara community (Prpic and Bell 2018).

Another piece of research shows how 320 final year engineering students and master of architecture students worked on an open-ended design project in multidisciplinary teams to design and build a Cultural Knowledge Centre on Olkola Country in Cape York (Robertson, Connolly, and Symonds 2020). This project was delivered across three semesters, with students from structural, mechanical, transport, water, and environmental engineering working together to develop a detailed design (Robertson, Connolly, and Symonds 2020). In another large context at Griffith University, over 200 students participated in the EWB Design Challenge in partnership with the Centre for Appropriate Technology that was embedded in a first-year engineering design course (Campbell, Michael, and Crough 2020). Five project design areas were provided, with topics including transport, structures, energy, water management, and land management (Campbell, Michael, and Crough 2020).

A design project was embedded into a core engineering subject in which students had to develop design concepts for structures, energy, sanitation, and access for the Sandstone Point Aboriginal Tent Embassy in the Illawarra region of New South Wales (Goldfinch and Kennedy 2013). The design requirements included accommodation of cultural values and legal requirements by Wollongong City Council and Illawarra Aboriginal community (Goldfinch and Kennedy 2013).

The approach taken to develop the SPATE project was redesigned into an elective subject which focused on exploring Indigenous, Western, and Engineering ways of knowing (Leigh et al. 2014). The subject was a design subject, with the context focused on overcrowding in Aboriginal housing, and developing engineering solutions to accommodate temporary residents and reducing social tensions (Leigh et al. 2014). The SPATE project was also referenced by Leigh et al (2015); however, additional details were not provided.

When scoping context for engineering curriculum, some of the projects the academics had experienced during their time working with EWB were reflected on (Turner, Burt, and Mann 2018). These included projects such as installing solar panels at Bendee Downs, with key takeaways from these experiences being the importance of two-way knowledge sharing and building authentic relationships and trust (Turner, Burt, and Mann 2018).

Kutay and Leigh (2017) explored a variety of projects which had been developed at universities and in organisations to embed Indigenous perspectives. This included the SPATE project (Goldfinch and Kennedy 2013), as well as sustainability and information technology (IT) projects. The examples collated by Kutay and Leigh (2017) were also provided via the Indigenous Engineering website.

A new curriculum, course structure, and learning outcomes were developed for a humanitarian engineering major (Thomas et al. 2017). Between 70 and 90 students in their third or fourth year were accepted into this course after a variety of selection criteria (Thomas et al. 2017). Although this work briefly mentions how the humanitarian engineering projects could be applied to Indigenous peoples, the focus of the work was not on Indigenous perspectives (Thomas et al. 2017). Only a brief mention was made regarding a 2-week field work course for students who serviced an Indigenous community (Thomas et al. 2017). Further details were not provided on what that involved.

A different curriculum approach was taken, with a research project on Aboriginal Cultures and Heritage (ACH) in project planning designed for final year undergraduate civil and mechanical engineers (Goldfinch et al. 2014). The students used publicly available information (project reports, news articles, etc.) on engineering practices for considering ACH (Goldfinch et al. 2014). During one of the academic reflections, two participants reported on their experience incorporating Aboriginal content into university engineering courses, with both participants noting a project-based approach taken (Goldfinch et al. 2017). These projects did not include direct input from Aboriginal stakeholders, and instead used staff from on-campus Indigenous education or used small-scale initiatives (such as referencing Aboriginal people as community stakeholders) in their projects (Goldfinch et al. 2017).

Previous researchers utilised a SLR to explore how Indigenous knowledges, values, culture, and perspectives have been incorporated into engineering curriculum in Euro-colonialised countries (Ruta et al. 2021). This research ranked each record as – advanced, implemented, or proposed – to determine which stages the works were at in embedding Indigenous perspectives (Ruta et al. 2021). This work highlighted that despite Australia having made fairly limited progress within this field, Australia has published the largest majority (44%) of the literature internationally on embedding Indigenous perspectives into engineering curriculum (Ruta et al. 2021).

A number of connected studies developed a variety of student experiences with Indigenous perspectives, including community partnered design in first year engineering and investigation of ACH in final year projects (Goldfinch and Kennedy 2013; Goldfinch et al. 2014, 2016). Additionally, an elective subject was developed as a pilot final year project subject which focused on a heritage walk (Goldfinch et al. 2016). Specifics were not provided for this project; however, the author noted materials are available by request (Goldfinch et al. 2016).

Six case studies were provided by Kutay et al. (2021) which explored major factors in good project work, and used examples of Indigenous engineering, community engagement, kinship, and knowledge. Similarly, three case studies were provided by Kutay et al. (2018) which explored real-world projects and how engineers have had to interact and adapt to stakeholders needs when projects have impinged on Aboriginal Cultural Heritage.

It is evident that engineering subjects which prioritise people, environment, and sustainability appear to be better suited to embed Indigenous knowledge and perspectives. When compared to subjects taught through a purely technical lenses, such as often seen within disciplines like electrical engineering, examples of embedding this knowledge do not appear to exist which may be due to the difficulty associated and lack of knowledge or experience. However, providing students with only technical and theoretical information may not effectively support students, and will limit their abilities to meet the Engineers Australia core competencies (Engineers Australia 2019). With engineers devoting an average of 60% of their time to social interactions, it is vital that engineering education places emphasis on the importance of social and professional skills, alongside that of technical skills (Trevelyan 2010).

6. Summary of findings

The included records highlighted how successfully embedding Indigenous perspectives into engineering curriculum results in positive outcomes for students, educators, universities, and local Indigenous groups, for which there are several points to highlight and summarise. A deeper understanding and positive engagement with Australian Indigenous engineering and design provides needed context for the embedding of Indigenous perspectives (Campbell, Michael, and Crough 2020; Prpic and Bell 2018). The undertaking of problem identification, formation, and solution whilst considering specific Indigenous community needs, wants, interests, and perspectives is a key first action point (Prpic and Bell 2018). Furthermore, ensuring that the consideration of Indigenous communities as an integral part of the whole design journey, not just as stakeholders, additionally supports positive outcomes (Campbell, Michael, and Crough 2020).

Educators having a perceived stronger awareness, cultural competencies, and sensitivity to Indigenous cultures and heritage also support positive outcomes (Campbell, Michael, and Crough 2020; Prpic and Bell 2018). A deeper understanding is gained through ensuring an understanding of community consultation protocols and principles (Prpic and Bell 2018). Positive responses and engagement from students and stakeholders additionally support the embedding of Indigenous perspectives into curriculum (Goldfinch et al. 2016). Finally, there is a strong benefit for students’ preparedness for professional practice regardless of their backgrounds when Indigenous perspectives are successfully embedded (Goldfinch et al. 2016).

7. Conclusions

A systematic literature review was conducted to determine what published information is available on how to effectively embed Indigenous perspectives into engineering curricula. A total of 27 results were included, and 6 reoccurring themes were identified and explored.

This work is not expected to improve Indigenous enrolment rates or see drastic changes within engineering; however, it is an initial step in the acknowledgement of the past and awareness of engineering as a desirable and connecting career path for Indigenous Australians. Embedding Indigenous knowledge and perspectives benefits all students as they seek, explore, and understand alternative ways of thinking to determine the ‘best’ engineering solution (Campbell, Michael, and Crough 2020). As such, significantly more work in this sphere is required, and further projects should continue to embed Indigenous perspectives with aims to support all students, enhance cultural competencies, and work towards reaching parity within engineering.

Acknowledgments

We acknowledge the Traditional Owners and Custodians of Australia. We would also like to acknowledge the First Nations consultants, Wyatt Cook-Revell, Imarnie Fatnowna, Craig Cowled, and Joe Sambono who supported this research and provided their time and expertise. We would also like to Sarah Dart for her guidance at the development stage.

We are always on Country. It is where we live, work, study, travel, swim, admire, and grow. It is our duty to understand, recognise, and acknowledge that these lands were never ceded. As educators, it is our shared responsibility to ensure our curriculum and research is reflective of the strength of the communities in which we serve and work with. Furthermore, as engineers, it is our responsibility to design and build sustainably for the future; however, this cannot be done without respect for, and knowledge and understanding of, the past.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rani Stephensen

Rani Stephensen received her electrical engineering degree from Queensland University of Technology in 2023. Rani has worked in various undergraduate electrical engineering positions and is looking forward to pursuing a graduate position as an electrical engineer. Rani completed her honours research project in the field of engineering education.

Samuel Cunningham

Samuel Cunningham is a Senior Lecturer in the Faculty of Engineering at QUT. His teaching area of focus is foundational skills, and large engineering classes. Sam is a Senior Fellow and Associate Fellow (Indigenous) of the UK Higher Education Academy. Sam's research is in the area of engineering education and often involves machine learning and textual analysis techniques for application in educational contexts.

Appendices Appendix 1.

Systematic literature review results

The results of the Systematic Literature Review are shown in Table A1.

Table A1. SLR results.

Title	Year	# of authors	Author/s	Country of focus	Type	Journal name, conference name	University/organisation research	Category
A beginners guide to incorporating Aboriginal perspectives into engineering curricula	2016	6	Kennedy, J., Goldfinch, T., Leigh, E., McCarthy, T., Prpic, J., & Dawes, L.	Australia	Government publication	n/a	Australian Government Officefor Learning and Teaching	Other
Aboriginal engineering for an enduring civilisation	2017	2	Kutay, C., & Leigh, E.	Australia	Conferenceproceeding	Australasian Association for Engineering Education Conference	University of Technology, Sydney	Curriculumdevelopment
Australian engineering educators’ attitudes towards Aboriginal cultures and perspectives	2017	5	Goldfinch, T., Prpic, J. K., Jolly, L., Leigh, E., & Kennedy, J.	Australia	Journal article	European Journal of Engineering Education	University of Wollongong University of Melbourne University of Queensland	Academic/industry reflection
Australian engineering educators’ perceptions of Indigenous cultures and challenges of minority inclusion	2016	4	Goldfinch, T., Jolly, L., Prpic, J., & Leigh, E.	Australia	Conference proceeding	European Society of Engineering Education Conference	University of Wollongong Queensland University of Technology University ofMelbourne	Academic/industry reflection
Australian Indigenous culture and heritage in engineering project planning and the implications for engineering education	2014	4	Goldfinch, T., Ilango, A., Roland, A., & Willis, J	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Wollongong	Academic/industry reflection
Connection to country – building a connection to Indigenous knowledges in engineering education	2018	3	Turner, J., Burt, A., & Mann, L.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	Swinburne University of Technology	Curriculum development
Cross-cultural construction engineering with Aboriginal communities	2018	3	Kutay, C., Gunay, B., & Tobin, C.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Technology, Sydney	Curriculum development
Current engineering education and training practices on Aboriginal cultural heritage	2016	2	Goldfinch, T. & Hollis, X.	Australia	Conference proceeding	Australasian Journal of Engineering Education	University of Wollongong	Academic/industry reflection
Designing an on-country engineering education experience in collaboration with the Gunditjmara community	2018	2	Prpic, J., & Bell, D.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Melbourne Gunditj Mirring Traditional Owners Corporation	Curriculum development
Designing the Olkola cultural knowledge centre: a traditional owner-led integrated research and education process	2020	3	Robertson, H., Connolly, P., & Symonds, D.	Australia	Conference proceeding	International Conference of the Architectural Science Association	University of Melbourne	Curriculum development
Embedding Aboriginal and Torres Strait Islander perspectives into the engineering curriculum	2017	n/a	Australian Council of Engineering Deans	Australia	Position statement	n/a	Australian Council of Engineering Deans	Academic/industry reflection
Embedding Indigenous perspectives in a first-year engineering design challenge course	2020	3	Campbell, J. L., Michael, R. N., & Crough, J.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	Griffith University	Curriculum development
Embedding Indigenous perspectives into engineering education	2016	6	Goldfinch, T., Kennedy, J., Leigh, E., Dawes, L., Prpic, J., & McCarthy, T.	Australia	Government publication	n/a	University of Wollongong Queensland University of Technology University of Melbourne	Other
Experience, education and training on Aboriginal Cultural Heritage in engineering	2017	2	Hollis, X., & Goldfinch, T.	Australia	Journal article	Australasian Journal of Engineering Education	University of Wollongong	Academic/industry reflection
First peoples engineering – creating cultural spaces	2021	3	Kutay C, Leigh E & Herkess S.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	Charles Darwin UniversityUniversity of Technology, Sydney Engineers Without Borders	Curriculum development
He Awa Whiria: Weaving Indigenous and western perspectives and creating inclusion in Australasian engineering education	2018	4	Hughes, M., Prpic, J., Goldfinch, T., & Kennedy, J.	Australia, New Zealand	Conference proceeding	Australasian Association for Engineering Education Conference	University of Canterbury University of Melbourne University of Sydney University of Wollongong	Workshop
How we tell our engineering stories	2018	2	Kutay, C., & Leigh, E.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Technology, Sydney	Curriculum development
Indigenous engineering	n.d.	n/a	n/a	Australia	Website	n/a	n/a	Other
Indigenous content in education symposium: engaging Indigenous knowledges, pedagogies and curriculum	2016	3	Duff, A., Gunstone, A., & Ritchie, T.	Australia	Journal article	Journal of Australian Indigenous Issues	University of South Australia Swinburne University of Technology	Workshop
Lessons learned from the design and delivery of a new major in humanitarian engineering	2017	3	Thomas, J., Matous, P., Café, P., & El-Zein, A.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Sydney	Curriculum development
Master Class – Indigenous engineering, a pathway to reconciliation/intercultural competence?	2014	6	Leigh, E., Goldfinch T., McCarthy, T., Jade Kennedy, J., Les Dawes, L. & Prpic, J.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Wollongong Queensland University of Technology University of Melbourne	Workshop
National Indigenous Engineering Summit	2015	n/a	Editor: Prpic, J.	Australia	Report	n/a	University of Melbourne	Other
Shared values: diverse perspectives – engaging engineering educators in integrating Indigenous engineering knowledge into current curricula	2014	6	Leigh, E., Goldfinch, T., Prpic, J. K., Dawes, L., Kennedy, J., & McCarthy, T.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Wollongong Queensland University of Technology University of Melbourne	Curriculum development
Shifting the focus. Incorporating knowledge about Aboriginal engineering into main stream content	2015	6	Leigh, E., Goldfinch T., Dawes, L., Prpic, J., McCarthy, T. & Kennedy, J.	Australia	Conference proceeding	Australasian Association for Engineering Education Conference	University of Wollongong Queensland University of Technology University of Melbourne	Curriculum development
Ten calls to action to integrate Indigenous Knowledges and perspectives into the Biosystems Engineering programme at the University of Manitoba	2021	5	Ruta, A., Cicek, J. S., Mante, A., Speare, M., & Herrmann, R.	Canada, United States, Australia, New Zealand	Journal article	Canadian Biosystem Engineering Journal	University of Manitoba	Curriculum development
Understanding Indigenous consultation and engagement in engineering education	2013	2	Goldfinch, T., & Kennedy, J.	Australia, New Zealand	Conference proceeding	Australasian Association for Engineering Education Conference	University of Wollongong	Curriculum development
Validating storytelling for Indigenous knowledge teaching	2018	2	Kutay, C., & Leigh, E.	Australia, New Zealand	Conference proceeding	Australasian Association for Engineering Education Conference	University of Technology, Sydney	Workshop

Appendix 2.

Record categories

This appendix provides a summary of the categorisation of the included records across Curriculum Development (13), Workshops (4), Academic/Industry Reflections (6), and Other (4). This appendix serves to compliment the thematic analysis provided in the body of the article.

Curriculum Development

The 13 curriculum links and projects identified focussed on first or final year projects, with limited engagement across the middle years of the students’ degrees. Most works provided links or blanket statements that could be implemented across all engineering disciplines or in the early stages of the degree before major specific subjects (Campbell, Michael, and Crough 2020; Goldfinch and Kennedy 2013; Kutay and Leigh 2018a; Kutay et al. 2021; Leigh et al. 2015; Prpic and Bell 2018).

Five works highlighted specifically the relevance to civil (or “construction”) engineering (Kutay and Leigh 2017; Kutay, Gunay, and Tobin 2018; Leigh et al. 2014; Robertson, Connolly, and Symonds 2020). Two of these works also linked specifically to mechanical or mining engineering (Goldfinch et al. 2014; Robertson, Connolly, and Symonds 2020).

Additionally, Ruta et al. (2021) developed curriculum links for the biosystems engineering programme which encompasses biomedical, environmental, bioresource, and agricultural engineering. The authors argue unique suitability of this programme to embed Indigenous knowledge as the programme prioritises solving complex problems with a focus on sustainability and the health of all organisms (Ruta et al. 2021). This is reflective of the holistic and relational approaches Indigenous cultures have for biological systems (Pascoe 2018; Ruta et al. 2021).

One work provided an alternative approach and developed a specific humanitarian engineering major which focused on sustainability and design in developing countries and Indigenous communities (Thomas et al. 2017). This work, however, focuses mainly on developing countries and provided minimal links to Indigenous communities.

Whilst the work by Ruta et al. (2021) has been categorised as curriculum development, it is worth noting that this work also put forward detailed recommendations for how to advance the biosystems engineering programme. The recommendations put forward by Ruta et al. (2021) included professional development, capability building, community engagement, and more.

Workshops

Four workshops were hosted at conferences, all with very similar aims and goals exploring Indigenous perspectives in engineering curriculum.

Leigh et al. (2014b) hosted a workshop exploring ways to integrate Australian Indigenous perspectives and knowledge into engineering education.

Duff et al. (2016) also hosted a workshop on this topic and highlighted strong engagement and response from attendees. The workshop recorded the outcomes of developing practical ways to embed Indigenous perspectives into the curriculum.

Hughes et al. (2018) also followed a similar line of thinking, with the workshop planned for the day after the conference proceeding. This workshop aimed to collate examples of engagement and success of Indigenous students in engineering, as well as documenting examples of how educators have previously incorporated Indigenous knowledge and materials into curriculums (Hughes et al. 2018).

The Kutay and Leigh, (2018b) workshop was a follow-on from the “He Awa Whiria” workshop (Hughes et al. 2018), and was hosted to provide exercises in developing resources for engineering disciplines. Details on sharing resources, gathering information from, and fairly compensating community contacts were also provided to the attendees (Kutay and Leigh 2018b).

However, all records were only one-to-two pages long, and did not provide details about the specific outcomes or discussion. Details on the outcomes of the workshops were unable to be located online.

Academic/Industry Reflection

Six works were categorised as reflections on academic or industry practices.

Goldfinch et al. (2017) explored nine engineering educators’ views on embedding Indigenous perspectives. The results of this highlighted that educators are using a small base of knowledge and experience to embed Indigenous perspectives, and that it is a challenging task because of this (Goldfinch et al. 2017). This work also reflected in the findings that to best support engineering educators, a focus must be placed on broadening recognition of issues, experience, and knowledge within this field (Goldfinch et al. 2017). The precursor to this work (Goldfinch et al. 2016) was presented at the European Society of Engineering Education Conference. Goldfinch et al. (2016b) had the same findings in that there is much to learn in engineering education, and at current educators are lacking experience; however, the analysis provided in this work is limited in comparison to Goldfinch et al. (2017).

Hollis and Goldfinch (2017) surveyed 121 recent engineering graduates to explore their level of experience, education, and training on Aboriginal Cultural Heritage in engineering. A key outcome of this survey was that the results indicated that engineers are more likely to learn about Aboriginal Cultural Heritage in primary and secondary schooling or on-the-job training than within tertiary studies (Hollis and Goldfinch 2017). Results showed that 54% of respondents were not exposed to, or did not find the training on, cultural heritage useful at tertiary education (Hollis and Goldfinch 2017). Respondents also revealed that whilst opportunities may exist, mandatory educational experiences are limited, indicating students are not adequately prepared when they graduate (Hollis and Goldfinch 2017). Hollis and Goldfinch (2017) was the expanded version of the Goldfinch and Hollis (2016) conference proceeding which was presented prior at the Australasian Association for Engineering Education Annual Conference.

Goldfinch et al. (2014) also reiterated this finding, and that there is a lack of capacity within the engineering profession and current educational practices in effectively considering Aboriginal Cultures and Heritage. Engineers must understand their role in protecting and respecting cultures and heritage, and how to mitigate risk across planning and implementation stages of projects (Goldfinch et al. 2014).

The position statement by the Australian Council of Engineering Deans (ACED) explored where the industry is at currently, and where the profession and educational practices need to be (Australian Council of Engineering Deans 2017). Through the profession embracing Indigenous knowledge, skills, and perspectives, there is significant opportunity to strengthen diversity and achieve sustainable development in Australia (Australian Council of Engineering Deans 2017). The work also mentioned projects which promote STEM education pathways for primary and secondary schooling Indigenous students, and noted that low enrolment rates of Indigenous students remain within engineering (Australian Council of Engineering Deans 2017).

Other

The four works categorised as other include government publications, reports, and a website, which were all located as gray literature.

The ‘Embedding Indigenous Perspectives into Engineering Education’ work was developed as part of the Australian Government Office for Learning and Teaching (OLT) project ‘Integrating Indigenous student support through Indigenous perspectives embedded in engineering curricula’ (Project ID13-2899) (Goldfinch et al. 2016). This Goldfinch et al. (2016a) project ran for 3 years, and delivered: a model for development, guidelines for development, an elective engineering subject linking Aboriginal perspectives and understanding for continuing engagement between the faculty and Aboriginal community. Key recommendations from this work included long-term engagement with Indigenous community groups, support from leadership bodies, promotion of Indigenous perspectives by peak education bodies, the creation of a central hub for successful examples, and further research on Indigenous engineering should be conducted (Goldfinch et al. 2016).

The guidelines for embedding culturally appropriate Indigenous knowledge into engineering curricula as part of the OLT project was developed in ‘A beginners guide to incorporating Aboriginal perspectives into engineering curricula’ (Kennedy et al. 2016). A key outcome of this work was The Engineering Across Cultures (EAC) Framework which demonstrates the process from the conception to implementation of Indigenous perspectives in engineering education.

This work does not provide specific examples on how to embed this knowledge, as it was outside the scope of the project; instead, it provides general statements on what could be done, i.e. ‘Data about connections and materials and discipline specific facts relevant to a subject or curriculum’ (Kennedy et al. 2016). There are also significant differences across each engineering discipline which must be taken into consideration when providing recommendations, as what may work for one area may not be contextually appropriate for another. If not appropriately embedded, misappropriation and misrepresentation may occur which can further contribute to the disparity between Indigenous and non-Indigenous communities (Kennedy et al. 2016).

In 2015, the first National Indigenous Engineering Summit was held at the University of Melbourne with the aim to devise strategies and exchange ideas within the sphere (Prpic 2015). The summit hosted over 70 participants including academic staff, educational providers, representatives from industry, not-for-profit organisations, professional bodies, and policy leaders (Prpic 2015). Whilst the work had a particular focus on promoting and facilitating entry of Indigenous students into tertiary engineering education, additional recommendations and ideas were provided for schools of engineering (Prpic 2015). The recommendations included establishing partnerships with Indigenous communities, establishing an engineering education hub and developing policy that supports sense of belonging, integrating cultural competencies as a graduate attribute, employing Indigenous learning and teaching staff, and providing cultural competency training for non-Indigenous teaching staff (Prpic 2015).

These recommendations involve not only curriculum adaptations, but also how engineering schools prepare their students, and engage with other institutions and the wider community (Prpic 2015). These recommendations complement the recommendations put forward by Goldfinch et al. (2016a).

The ‘Indigenous Engineering’ website was developed as part of the OLT project as a database for knowledge, experience, and success stories on Indigenous engineering and embedding Indigenous perspectives into engineering education (Indigenous Engineering, n.d.). This website hosts a variety of examples from contributors on Indigenous engineering, as well as curriculum links and examples. The website also includes the ‘A Beginners Guide to Incorporating Aboriginal Perspectives into Engineering Education’ work and the EAC framework (Indigenous Engineering, n.d.).