Abstract
While human factors are important in cyber security, the discipline has largely not explored incorporating indigenous perspectives—or, more specifically, in an Australian context, Aboriginal perspectives—in its curricula. In this paper, we introduce a promising approach for aligning Aboriginal perspectives with the needs of cyber security graduates and incorporating diverse perspectives into cyber degrees. The approach advocates for the centrality of good curriculum design fundamentals: backward design, constructive alignment, and student outcomes. The paper ends by reflecting on challenges and lessons from the first implementation and review of the material. It provides recommendations for other cyber practitioners exploring ways of incorporating indigenous perspectives in their teaching.
Document Type
Journal Article
School
Centre for Learning and Teaching / School of Science
RAS ID
82151
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Publisher
EAI
Identifier
John Shannahan: https://orcid.org/0009-0000-8564-1891
Mohiuddin Ahmed: https://orcid.org/0000-0002-4559-4768
Comments
Shannahan, J., & Ahmed, M. (2025). Infusing Aboriginal perspectives in cyber education. ICST Transactions on e-Education and e-Learning, 11. http://dx.doi.org/10.4108/eetel.5779