This paper focuses on the role of applied-design and technological capabilities in education in fostering and developing human ingenuity and innovation traits among students. This research is typically a multi-disciplinary effort, often drawing upon ‘play-based’ and ‘project-based’ learning to develop the educated citizen.

This report should serve as both a starting point for knowledge acquisition, and as a springboard for the teaching profession to engage in debate about the current state and future of AI and emerging technologies in schools.

This report draws together lessons from nine international examples of inspiring practice where technology is impacting on large numbers of teachers and students.

This paper, commissioned by the NSW Department of Education, addresses the issue of critical thinking, identified in the Australian curriculum as an important capability for the 21st Century. It considers the cognitive science evidence for how it is acquired, and what this means for educators trying to develop students' critical thinking capabilities.

This report provides a series of case studies of Vocational Education and Training (VET) programs at Charles Darwin University (CDU) that are recognised for delivering positive outcomes for regional and remote Indigenous students in the Northern Territory (NT).