2025-12-14
Amara Atif, José Merigó, Bronwyn Fredericks, Martin Nakata, Katelyn Barney
This work represents the second part of a general bibliometric analysis we have prepared for The Australian Journal of Indigenous Education (AJIE), motivated by the first 50 years of the journal. This study develops a graphical analysis of AJIE by using the VOSviewer software, Scopus and the Web of Science database. Utilising bibliometric methods such as co-citation, bibliographic coupling and co-occurrence of keywords in the VOSviewer software, this study reveals AJIE’s impact on key Indigenous education topics, including culturally responsive pedagogy, decolonisation, Indigenous health and teacher education. The analysis highlights AJIE’s strong national presence, supported by substantial contributions from Australian institutions, along with a modest yet notable level of international engagement, particularly from New Zealand, Canada and the United States. The journal’s transition to open access, combined with its inclusion in major academic indexes, has increased its visibility and citation reach, reinforcing its role as a leading publication in the field of Indigenous education.
2025-12-14
Peter Anderson, Thu Pham, Abby Cathcart, Amanda Kelly
Australian universities are working to include the knowledge and perspectives of Aboriginal and Torres Strait Islander Peoples in their curricula and student experiences. However, only 1.4% of the workforce identifies as Indigenous. There is growing recognition that non-Indigenous staff play a crucial role in this effort. This article reviews strategies used by Australian universities to enhance non-Indigenous staff’s confidence and abilities in integrating Indigenous perspectives. We address challenges and opportunities and urge institutions to move beyond cultural competency training, advocating instead for a rights-based pedagogical framework to improve educational practices.
2025-12-14
Martin Nakata
The gap in higher education outcomes between Indigenous and non-Indigenous Australians remains one of the nation's most persistent educational challenges. This paper reports findings from a decade-long research program comprising two phases. The first (2012–2016) identified 19 psychosocial and socio-emotional factors associated with academic persistence, revealing that the capabilities required for formal learning are acquired rather than innate. The second (2017–2022) tested an intervention model centred on building these capabilities. Longitudinal tracking of over 750 undergraduate students at a regional Australian university demonstrated significant improvements: subject pass rates increased from 64% to 82%, course completions doubled, and outcomes were sustained beyond the project period. Analysis revealed that tutoring effectiveness was conditional upon students having developed sufficient underlying capacity—a finding with implications for how institutions design support services.