This report considers how place-based and culturally responsive teaching can be integrated into vocational education and training (VET) more effectively, leading to more meaningful outcomes for First Nations learners. The report identifies key elements of good practice in culturally responsive training delivered through place-based approaches, finding that effective approaches are Aboriginal led.

This report brings together key insights from a two-day, in-person urban live-action role-play event held in Carlton, Melbourne, designed to explore how neighbourhoods and communities might collectively imagine regenerative futures. Findings reveal that immersive play serves as a powerful modality for collective future-building.

The concentration of university campuses in Australian capital cities systematically diminishes opportunities for people living in regional locations. This article presents research that captures the voices and experiences of students studying on three small regional university campuses from Victoria, Tasmania and Western Australia. It calls for higher education policies to include regional student voices.

New Zealand has been undertaking major reform of its vocational education sector since 2019. The authors of this article suggest that collectively, greater focus is needed on understanding and responding to specific learner needs within regions and enabling learners to continue learning over their lifetime.

This paper explores ways to rethink educational approaches in the context of climate change, focusing primarily on school education.