2026 ASEE Annual Conference & Exposition

This Work-in-Progress paper presents preliminary findings from our study to develop a threshold learning element inventory and framework for transforming engineering education to center First Nations Australian engineering value systems, perspectives, and Knowledges. Over the past decade across Australia, increasing awareness and commitment to this curriculum transformation has emerged, bolstered by official strategies and statements from organizations such as Universities Australia and the Australian Council of Engineering Deans [1], [2]. Engineering educators have begun working toward this change, yet many still seek guidance on where to begin and appropriate ways to connect with partners in First Nations Australian engineering spaces [3]. Drawing upon Indigenous research methodologies [4], [5], [6] and threshold concept theory [7], we are developing a threshold learning framework to

1) Describe an appropriate process for connecting with partners in First Nations Australian engineering to ensure that this research produces positive outcomes in the community of interest.
2) Identify threshold learning elements (concepts, capabilities [8], and values) in First Nations Australian engineering.

This threshold learning has not previously been described. Gomeroi/Kamilaroi scholar Niki Moodie proposed five threshold concepts in Indigenous Studies more broadly [9]. Wyllie-Runner et al. [10] outlined how the threshold concepts framework may be appropriate when considering decolonization in engineering education, but specific threshold concepts, capabilities, and values have not yet been described.

Our research team brings together a Ngemba computer science practitioner, researcher, and educator, a Worimi engineering researcher and educator, two non-Indigenous Australian engineering educators, and a Chinese American PhD candidate in engineering education. We are committed to transforming engineering education so graduates will appropriately account for First Nations Australian engineering value systems, perspectives, and Knowledges in engineering practice. As part of respecting ethical protocol in this space, our research process prioritizes First Nations leadership throughout the research design. We collaborate with a Yugambeh, Quandamooka, Kabi Kabi, Yuggera, Kombumerri, Goreng Goreng, Ballardong, Whadjuk, and Yiman Elders advisory council to ensure cultural validation and integrity throughout the process.

We are working with four main participant groups: a First Nations Australian community of interest (Elders, Knowledge holders, and engineers), industry organizations, academic institutions (engineering educators who weave First Nations engineering in their courses and students who have experienced these courses), and the engineering accreditation body in Australia (Engineers Australia). Our data collection involves a diverging interview phase and an integrating focus group phase [11]. During the diverging interview phase, we drew upon yarning methods [12] and gathered diverse perspectives from the first three participant groups. Next, we will complete an integrating focus group phase where participants come together to negotiate the proposed thresholds into a threshold learning element inventory.

This paper presents preliminary findings from interviews with First Nations Australian Knowledge holders, engineering educators, students, and practitioners. We discuss potential thresholds identified from these interviews through thematic analysis [13], [14]. We hope that understanding of these thresholds will contribute to a framework for transforming engineering education to center First Nations Australian engineering value systems, perspectives, and Knowledges.