The intensive program brought together students from different courses, disciplines and backgrounds to explore how artificial intelligence could improve learning, respond to challenges facing students today and shape the future of education. Working in multidisciplinary teams, participants were tasked with identifying a real-world problem and developing an innovative solution using AI and emerging technologies. 

Throughout the week, students participated in workshops, collaborated with academic mentors and industry partners, and transformed early ideas into practical concepts and prototypes. The Challenge culminated in a showcase event where teams presented their work to staff, peers, industry representatives and members of the wider Curtin community. 

Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe welcomed guests to the showcase and reflected on the role universities play in preparing students to contribute to the future. 

鈥淥ur purpose should be here for you to exercise that hope, to take that opportunity, to learn the skills that you need to engage with the forefront of human knowledge,鈥� Professor Blythe said. 

鈥淵ou are the custodians of the future, and that鈥檚 what our purpose is and what we鈥檙e here for.鈥� 

Professor Blythe encouraged students to embrace the discomfort that comes with learning and growth. He noted that meaningful learning often begins when people move beyond what they already know and challenge themselves to engage with new ideas, perspectives and possibilities. 

鈥淎ll learning is about just being prepared to take that little step beyond what you currently know,鈥� he said. 

鈥淚f you keep doing that consistently, in the end you鈥檒l get to a point where you鈥檙e taking a step on behalf of all humankind and helping us get there.鈥� 

He also highlighted the importance of collaboration, describing it as one of the most valuable aspects of the Challenge experience. 

鈥淭he most impactful thing that you can think about is how you learn with others,鈥� Professor Blythe said. 

鈥淵ou鈥檝e been learning how to be a teammate, you鈥檝e been learning how to help others get somewhere further. They are some of the greatest graduate attributes you could obtain.鈥� 

The showcase celebrated the work of three standout teams: BridgED AI, Skillit and Skillscape. While each project approached the challenge from a different perspective, all three shared a common goal: preparing students for a future where technology and human capability work hand in hand. 

BridgED AI 

Developed by Group 5, BridgED AI sought to address one of the most common challenges faced by university students: the gap between classroom learning and workplace experience. 

The team proposed an AI-powered experiential learning platform that transforms theory into interactive, discipline-specific scenarios that students could experience immersively. Education students could practise classroom management and parent communication, architecture students could explore design decisions and software tutorials, and engineering students could engage with technical simulations in realistic environments. 

The platform leveraged 3D game technology to provide an interactive experience for students in an environment that mimicked real-world scenarios. Rather than replacing industry placements, the platform was designed to complement them, helping students build confidence, professional judgement and practical skills before entering the workforce. 

Dean of Learning Futures Jonathan Pillai praised the ambition of the project and the team’s ability to expand the concept across multiple disciplines. 

鈥淭he thing that really shocked me about BridgED AI was when I sat down with the team and they showed me something for education,鈥� Jonathan said. 

鈥淚 thought that was amazing enough, but they went further 鈥� responding, 鈥榃ell, we鈥檝e done it for three disciplines.鈥� Amazing work.鈥� 

Skillit 

Group 9 presented Skillit, a gamified learning platform designed to help students develop practical software skills and gain recognised industry certifications, bridging the software skills required across various disciplines. 

Recognising that students are expected to constantly adapt to new software and technologies, the team created a platform that turns learning into an interactive experience. Users can select a discipline, complete workplace-inspired tasks and receive feedback throughout the process while building a portfolio of certifications that can be shared with future employers. 

Using a game-based approach to learning, the team described Skillit as a way to close the gap between academic learning and industry expectations while making skill development more engaging and accessible. 

鈥淪killit is an interactive game where students can close the gap, develop their skills and become accredited in the things they want to learn,鈥� the team explained. 

Skillscape 

Group 18 introduced Skillscape, a personalised virtual reality learning platform designed to help students build workplace confidence before entering industry. 

The team argued that traditional classrooms cannot fully replicate the pressures and unpredictability of professional environments. Through Skillscape, students can practise realistic scenarios including job interviews, networking events, client meetings and technical challenges, receiving personalised AI coaching and real-time feedback throughout the experience. 

As students progress, they develop communication, leadership and decision-making skills while gaining practical experience in a safe and supportive environment. 

鈥淐lassrooms can鈥檛 replicate the complexity, pressure and unpredictability of professional environments,鈥� the group explained. 

Their solution was captured in a simple but powerful statement: 鈥淕raduate with experience, not just a degree.鈥� 

Reflecting on the week, Jonathan praised students for their willingness to embrace uncertainty, collaborate with others and push their ideas further than they thought possible. 

鈥淲hen we started this Challenge, one of the things I really wanted was for us to be brave,鈥� he said. 

鈥淚 think all of you have done that. Every day you鈥檝e rocked up, and it鈥檚 been a privilege not just to be on this journey with you, but to witness the great work that you鈥檝e done.鈥� 

He also acknowledged the peer-to-peer learning that emerged throughout the program. 

鈥淭he learning has gone beyond just sitting next to someone and learning from the people teaching you,鈥� Jonathan said. 

鈥淵ou鈥檝e been learning from each other as well. It鈥檚 been amazing to see the way that you鈥檝e all learned through this journey.鈥� 

For Bachelor of Engineering student Joseph Olaleye, the experience reinforced the importance of teamwork and collaboration. 

鈥淢y biggest takeaway would be the learning environment and the ability for everyone to actually work in a team with strangers,鈥� Joseph said. 

鈥淓veryone came out with something amazing, or something that you could actually use in the real world.鈥� 

The 2026 Learning Futures Challenge demonstrated the power of challenge-based learning to bring together diverse perspectives, foster innovation and encourage students to tackle complex problems with confidence. While artificial intelligence was at the centre of the Challenge, the strongest ideas were ultimately about people: how they learn, connect, collaborate and prepare for the future. 

The showcase concluded a week of bold thinking and experimentation, celebrating students who stepped beyond their disciplines and developed practical solutions for the future of learning. 

Upcoming Learning Futures Challenges

To learn more about upcoming Learning Futures Challenges, please contact聽humanities-futures@curtin.edu.au

Now in its third year, the challenge brought together undergraduate and postgraduate students from across all faculties and disciplines to explore reconciliAction through truth-telling, collaboration and action. Guided by academics, community leaders, industry partners and knowledge holders, participants were encouraged to move beyond discussion and consider how they could contribute to meaningful change in their future professions and communities.

Curtin Faculty of Humanities Pro Vice-Chancellor, Richard Blythe, said the challenge reflected the power of bringing together diverse perspectives to imagine new futures.

鈥淥ne of the great things that happens when you bring people from different disciplines, different perspectives and different ways of knowing together is that you get to see the world from multiple perspectives at the same time,鈥� Professor Blythe reflected.

鈥淲e have at our disposal an incredible cultural perspective going back 65,000 years. When we combine that knowledge with different disciplines and experiences, we create opportunities to imagine what a different kind of future could look like.鈥�

Professor Blythe described the challenge theme as both confronting and hopeful.

鈥淭he country said no, so now what? It鈥檚 a terrific question. It鈥檚 an incredibly positive question when you really dig into it.鈥�

For Dean of Indigenous Futures, Associate Professor Mandy Downing, the challenge represents a commitment to moving beyond symbolic gestures and towards action.

鈥淭onight, we celebrate a remarkable collective of Curtin students who answered a genuinely difficult question, one that has hung in the air since the 2023 referendum,鈥� Associate Professor Downing said.

鈥淚n the aftermath of the referendum, much of the public conversation drifted into silence while division continued to grow. ReconciliAction offers a way forward.鈥�

Associate Professor Downing explained that ReconciliAction is a framework grounded in truth-telling and critical social action, encouraging participants to engage with difficult conversations and translate learning into meaningful outcomes.

This year鈥檚 challenge welcomed students from every faculty, alongside four professional staff members from the Faculty of Humanities who completed the program as part of a professional development pilot. Together, participants worked across disciplines, sharing perspectives, challenging assumptions and developing proposals aimed at advancing reconciliAction in practical ways.

A defining feature of the challenge was its emphasis on Indigenous ways of learning and knowing. Throughout the week, students engaged in yarning circles, reflective practice and deep listening, spending less time on devices and more time connecting with one another, guest speakers and community members.

One particularly meaningful moment occurred on 1 July, when participants sang Happy Birthday to Elders whose births were never officially recorded and who were assigned 1 July as their birth date.

鈥淲hat made this week extraordinary wasn鈥檛 just what was explored. It was how,鈥� Associate Professor Downing noted.

The challenge was supported by a wide range of guest speakers, knowledge holders, community representatives and industry partners who generously shared their time, experiences and perspectives throughout the week.

鈥淭he sheer number of people, particularly from community, who volunteered their time and knowledge tells me something important,鈥� Associate Professor Downing said.

鈥淲e鈥檙e on the right track. We鈥檙e delivering work that aligns with Indigenous priorities, and people can feel that.鈥�

For many students, the experience proved transformative.

Bachelor of Education student Chelsea Smith said the challenge encouraged her to rethink how she approaches learning, relationships and reconciliation.

鈥淭his unit didn鈥檛 just teach me about reconciliation. It challenged me to begin decolonising my own thinking,鈥� Chelsea reflected.

鈥淚t encouraged me to question assumptions, listen before I speak, embrace different ways of knowing, being and doing, and recognise that growth begins with openness to keep learning.鈥�

Chelsea described the challenge as one of the most impactful learning experiences of her degree and believes opportunities like this should be embedded across university education.

鈥淚f the university is preparing us for the future, then learning that challenges our thinking, builds relationships and inspires action shouldn鈥檛 be the exception, it should be the expectation.鈥�

Bachelor of Engineering student Trevor Mwangi highlighted the importance of listening, collaboration and carrying lessons beyond the classroom.

鈥淭hroughout the week, we were challenged not only to think differently, but to listen differently,鈥� Trevor shared.

鈥淩eal reconciliation isn鈥檛 measured by what we know. It鈥檚 measured by what we choose to do with that knowledge.鈥�

Closing the showcase, Gretchen Benedix, Associate Deputy Vice-Chancellor Research, reflected on the significance of the students鈥� work and the momentum being created through initiatives such as the ReconciliAction Challenge.

鈥淭he country said no to a Voice, but what I鈥檓 seeing here is that the voice is building,鈥� Professor Benedix said.

鈥淭his is the voice. You can take it out there and build it and make it grow. You don鈥檛 need a vote for that, you just do it.鈥�

As the third Indigenous Futures ReconciliAction Challenge comes to a close, participants leave not only with new knowledge, but with a shared responsibility to act on what they have learned. The challenge may have started with a question, but for many students, it has become a call to action.

Upcoming Indigenous Futures Challenges

To learn more about upcoming Indigenous Futures Challenges, please contact humanities-futures@curtin.edu.au

Led by Professor Josh Byrne AM, Dean Sustainable Futures, Humanities, alongside Unit Coordinator Aimee Smith and Futures Challenge Coordinator Tim Keely, the Sustainability Challenge is an intensive, credit-bearing unit that brings students together from across Curtin鈥檚 faculties to work in interdisciplinary teams.

Across the week, students responded to live industry challenges connected to climate change, resource use, sustainable communities, ecosystems, the built environment and the future of cities. The program challenged students to move beyond classroom theory and apply their learning to complex issues being faced by organisations, communities and industry.

Now in its fifth year, the challenge has continued to grow in both scale and impact. Since 2022, more than 600 students and over 30 industry partners have taken part, working together on problems that are not simulated or theoretical, but connected to real organisations, communities and systems.

Professor Richard Blythe, Pro Vice-Chancellor, Humanities, described the program as one of the clearest examples of challenge-based learning at work.

鈥淲hat happened here in the space of a single, intensive week is closer to the real thing than almost anything else the university offers,鈥� Professor Blythe said.

He reflected on the importance of students learning to work across disciplines, noting that real sustainability challenges rarely fit neatly within one field of study.

鈥淭he problems you worked on don鈥檛 care what faculty you come from,鈥� he said. 鈥淲A doesn鈥檛 need just an architect. It needs someone who can think across disciplines, hold uncertainty and still move towards a decision.鈥�

This year鈥檚 cohort was one of the largest in the program鈥檚 history, with around 150 students taking part. Over the course of the challenge, students heard from Government Briefing Partners, worked closely with Industry Challenge Partners, and received guidance from Academic Mentors and Expert Partners as they tested their assumptions, refined their ideas and prepared for their final presentations.

For Professor Blythe, one of the most valuable parts of the program was not only the final proposal, but the process students experienced along the way.

鈥淪ustainability challenges are complex. They require collaboration, creativity and the ability to work across disciplines,鈥� he said. 鈥淟earning to sit with that productive difficulty and keep working anyway is one of the most important things a university education can give you.鈥�

The student experience was also central to the showcase, with Master of Commerce student representative Ngoc Kim Ngan Ho sharing how the challenge shifted her understanding of what practical learning could look like.

Initially joining the unit for credit, Ngoc said she quickly realised the challenge was far more than a classroom exercise.

鈥淚 was really surprised,鈥� she said. 鈥淚t was actually a real consulting project, with real clients, real industry partners and real issues they were facing.鈥�

Working in an interdisciplinary team gave her new insight into how different fields approach the same problem. As a commerce student aspiring to become a consultant, she reflected on the value of listening to engineering, design and other discipline perspectives before making commercial judgments.

鈥淚t is not easy to come up with a solution that actually works in real life,鈥� she shared. 鈥淚n the future, if I work in consulting, I will listen to engineering and other perspectives before I say something is too expensive.鈥�

Her experience also highlighted one of the broader aims of the Sustainability Challenge: to help students build the communication, feedback and collaboration skills they will need beyond university.

The showcase also featured perspectives from industry partners, including Georgia Drieu, Sustainability Engagement Officer at the City of Melville, who worked with students on a challenge related to tracking the City鈥檚 Scope 3 emissions data.

Georgia explained that the City of Melville entered the challenge seeking fresh ideas on how to collect supplier-specific activity data which is something many organisations are grappling with.

鈥淲e were looking for fresh perspectives and ideas,鈥� she said. 鈥淎ccurate Scope 3 data collection is an emerging area of work within climate action, and there is no straight forward solution as of yet.鈥�

The students鈥� work left a strong impression.

鈥淥ur challenge teams did not disappoint,鈥� Georgia shared. 鈥淲e have been completely overwhelmed by the carbon literacy, maturity, passion and determination of the students.鈥�

She also noted the way students used technology, worked across disciplines and engaged deeply with an area of sustainability that many had not previously encountered.

鈥淲orking in sustainability and climate action can sometimes be really frustrating, and you can feel like you are not making that much progress,鈥� she said. 鈥淲e were genuinely inspired and empowered by the level of engagement we received from all the students.鈥�

For Georgia, the value of the challenge extended beyond the proposals themselves. It offered reassurance about the next generation of professionals entering industry.

鈥淣ot only are your proposed solutions absolutely fantastic, but we feel so much better knowing that the next generation champions sustainability in all that they do,鈥� she said.

The program was made possible through the contribution of a broad network of partners, mentors and Curtin staff. Challenge Partners Georgia Drieu and Jane Loveday (City of Melville), John Clifton (DevelopmentWA), Mark Taylor (Hesperia), Tammy Chong (Curtin Properties, Facilities and Development), Danicia Quinlan (ASPECT Studios), and Mitchell Hardy, Emily Greenhalgh, Nick Schols and Zoe Beeson (Perth Zoo) worked closely with students to provide industry context, practical insight and feedback.

Government Briefing Partners from the Department of Water and Environmental Regulation, Ro Richardson, Amanda Joseph and Nicole Zago helped frame the challenges students would explore, while Expert Partners Angelina Bowden-Jones, Sarah Booth, David Beyer, Mandy Bamford, Graham Agar and Marcus Geisler shared specialist knowledge to support students as they strengthened their proposals.

Academic Mentors Arlen Brower, Roberto Minunno, Joanne Castelli, Robyn Ouschan, Holly Kirk, John Martin, Andreas Pfeifle and Atiq Zaman also played an important role throughout the week, guiding students as they developed their thinking, tested assumptions and prepared their final work.

Professor Byrne acknowledged the significant work behind the scenes, including the teaching team, Digital Learning and Innovation, DBE Makerspace, Curtin Events and the professional staff who helped bring the challenge and showcase to life.

He also thanked the industry partners who trusted students with real problems and real expectations.

鈥淭his year鈥檚 partners have generously shared their time and their expertise,鈥� Professor Byrne said. 鈥淧lease know just how much this contribution is valued.鈥�

In closing the formalities, Professor Byrne reflected on the power of positive collaboration and the importance of students working respectfully and purposefully together.

鈥淭here is no hiding the fact that we face plenty of challenges now, and many more ahead,鈥� he said. 鈥淏ut we are better off facing them together with common purpose.鈥�

This year鈥檚 showcase also introduced a new element, the People鈥檚 Prize, in recognition of the fifth running of the Sustainability Challenge at Curtin鈥檚 Bentley campus. Guests were invited to vote for the student team whose idea resonated most, whether through the strength of their pitch, the quality of their work or the passion behind their proposal.

While the prize added excitement to the evening, Professor Byrne reminded students and guests that the heart of the challenge remained collaboration.

As students presented their final work to guests, external partners and the wider Curtin community, the Sustainability Challenge 2026 showcased what can happen when students are trusted with real problems and supported to think beyond disciplinary boundaries.

More than a final presentation, the showcase reflected five years of growing momentum for a program grounded in practical learning, strong partnerships and a shared commitment to building more sustainable futures.

Upcoming Sustainable Futures Challenges

To learn more about upcoming Sustainable Futures Challenges, please contact聽humanities-futures@curtin.edu.au

Is democracy still alive, or are we teaching an ideal that no longer reflects reality.

Presented by the School of Education HASS Team and Global Futures, Humanities

The second event as part of our HASS Series of Workshops this year invites you to explore if democracy is still alive, or are we teaching an ideal that no longer reflects reality.

This highly interactive professional learning session invites HASS teachers to critically explore democracy through a global and contemporary lens where democratic progress is under strain. Moving beyond traditional definitions, participants will observe a debate between experts and engage in simulations and critical dialogues that unpack how power, inequality, media, and historical legacies shape democratic systems in practice.

Aligned with the Version 9 WA HASS curriculum, this workshop supports teachers to deepen students鈥� understandings of Civics and Citizenship by examining real-world challenges to democracy, comparing systems across contexts, questioning whose voices are heard (or excluded), and considering creative opportunities for democratic futures.

Presented by Dr Katie Kumasaka, School of Education HASS Team and Professor Farida Fozdar, Dean Global Futures, Humanities

More than an annual exhibition, ReconciliAction creates a space where Aboriginal and Torres Strait Islander student voices are seen, heard and woven into the life of Curtin. Through art, students are invited to share stories of identity, Country, memory and belonging, while the wider university community is invited to listen, reflect and engage.

This year鈥檚 first place artwork, Connecting on Country, was created by T-Keia Dearden, a Whadjuk woman and second year Bachelor of Education student. Inspired by the relationships formed through studying at Curtin, the artwork reflects the many paths, stories and connections that shape the student experience. It speaks to the friendships, mentorship, collaboration and moments of yarning that help students learn from one another and grow together.

鈥淲e all come from many different paths and stages in life, and we all have our own stories to share,鈥� Ms Dearden said.

鈥淭his piece represents the meaning that, despite our differences, we grow alongside each other, and we all leave lasting impressions that will stay with each of us for a lifetime.鈥�

As the first place artwork, Connecting on Country is exhibited and displayed adjacent to Level 1, Building 209, Faculty of Humanities, ensuring Ms Dearden鈥檚 story continues to be part of Curtin鈥檚 physical and cultural landscape. The competition also recognised Tannah Shehan, who received second place for Reconnection, and Crystal Quartermine, who received third place for Seven Sisters. Together, the three winning works reflect the strength, depth and diversity of Indigenous student storytelling across the Curtin community.

For the first time, the exhibition also introduced a People鈥檚 Choice Award, with Ms Dearden鈥檚 Connecting on Country and Vanessa Burns鈥� Wagyl artwork receiving equal recognition. 

Curtin鈥檚 Faculty of Humanities Indigenous Futures Dean, Associate Professor Mandy Downing, said the exhibition honours Aboriginal artwork and affirms Indigenous sovereignty, while creating space for Indigenous stories, perspectives and lived experiences to be expressed through creativity and culture.

For Associate Professor Downing, ReconciliAction is not only about displaying artwork. It is about making cultural presence visible across the university and ensuring Aboriginal and Torres Strait Islander knowledges are respected, celebrated and embedded in shared spaces.

鈥淭ogether, we are building spaces that foster belonging, celebrate cultural pride, and embody genuine ReconciliAction.鈥�

The exhibition also contributes to the ongoing work of Indigenising settler colonial spaces across Curtin. By foregrounding Indigenous student artwork, ReconciliAction helps shift university spaces into places of recognition, visibility and cultural learning.

Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe said the exhibition reflects the kind of university community Curtin continues to work towards.

鈥淥ne that values truth telling, embraces diverse perspectives, and understands the important role education plays in shaping a more inclusive and respectful future,鈥� Professor Blythe said.

He said the exhibition had continued to grow in both scale and significance, creating space for stories that challenge, inspire and deepen understanding of Aboriginal and Torres Strait Islander cultures, histories and lived experiences.

As the exhibition continues to grow, its impact reaches beyond the walls of the gallery. Each artwork becomes part of a larger story about place, connection and responsibility, reminding the Curtin community that reconciliAction is not a single moment, but an ongoing commitment made visible through everyday spaces.

The 2026 Indigenous Futures ReconciliAction Exhibition is located in the Collaboration Hub, Level 1, Building 418, 红桃视频, Bentley. The exhibition is open to the public until 3 July 2026.

2026 Indigenous Futures Artwork Competition and 鈥楻econciliAction鈥� Exhibition Highlights

This was the question at the centre of the 2026 Global Futures Challenge: After War, which brought together 150 红桃视频 students for an intensive week of interdisciplinary learning, collaboration and problem solving.

Now in its second year, the challenge more than doubled its student participation and introduced a stronger focus on real world conflicts and post conflict contexts.

Students from engineering, international relations, architecture, urban planning, psychology, fashion design, environmental science, commerce, finance, project management, information technology and the social sciences worked in groups across disciplinary boundaries to address 13 complex challenges associated with rebuilding societies after war.

Their work culminated in a public showcase featuring 25 student projects, each proposing an evidence-based response to an issue affecting communities during post conflict recovery.

Projects addressed housing and displacement, economic reconstruction, education, maternal health, prosthetics, political reform, military recruitment, citizen journalism, truth and accountability, and the importance of creating spaces for recreation and joy.

Looking beyond physical reconstruction

Dean of Global Futures Professor Farida Fozdar, a sociologist, highlighted that rebuilding after war required much more than replacing damaged buildings and infrastructure.

It also presented an opportunity to reconsider the systems that shape society, including political representation, economic inequality, press freedom, human rights and psychological recovery.

Students demonstrated remarkable creativity, commitment and technological capability while working outside their usual areas of study.

Throughout the week, they were encouraged to draw on previous post war reconstruction efforts and consider the political, cultural and human realities of the communities connected to their chosen contexts.

鈥淪tudents will carry the insights, knowledge, skills and creativity gained into their future endeavours,鈥� Professor Fozdar reflected.

鈥淭he lessons learned here have the power to effect real world change.鈥�

Learning across disciplines

Students participated in sessions led by academics, humanitarian practitioners from NGOs, journalists, engineers, former defence personnel and professionals with experience in conflict affected regions.

Contributors included a former United Nations peacekeeper, Save the Children representatives working in Gaza, Engineers Australia, SBS, Communicare, the United Nations Association of Australia WA Division and researchers involved in the Art of Peace exhibition.

The program also provided practical development in design thinking, digital innovation, visual presentation, 3D printing, responsible uses of artificial intelligence and communicating ideas to professional audiences.

红桃视频 Vice-Chancellor Professor Harlene Hayne attended the final showcase, where she met with students and explored the projects developed throughout the challenge. She was impressed by the creativity, care and depth of thinking behind the proposals, as well as the students鈥� ability to respond thoughtfully to complex global issues.

红桃视频 Deputy Vice Chancellor, Academic, Professor Mark Ogden emphasised the value of bringing students from different disciplines together to learn from one another.

鈥淓veryone across the University coming together to work in multidisciplinary teams is such a wonderful learning opportunity,鈥� Professor Ogden shared.

He connected the challenge to Curtin鈥檚 commitment to making tomorrow better by helping students develop the relationships, resilience and open mindedness needed to respond to complex global issues.

Professor Ogden also acknowledged the industry and community partners who contributed their professional and personal experience throughout the program.

鈥淭hese partnerships play an essential role in equipping our students with the tools for life beyond university and the challenges they will inevitably face,鈥� he noted.

Preparing students for the unknown

Pro Vice Chancellor of Humanities Professor Richard Blythe described the challenge as a different approach to education, one that prepared students to respond to problems without simple or predetermined answers.

Rather than learning only within their individual disciplines, students were required to combine their knowledge with the perspectives and skills of others.

This ability to work collectively was central to responding to uncertain and rapidly changing global challenges.

鈥淵ou have been learning how to learn from each other,鈥� Professor Blythe told students.

鈥淵ou have been involved in the very difficult task of building things and trying to imagine, visualise and explain to each other what a better future might look like.鈥�

He encouraged students to move beyond what was already known, drawing on their technical knowledge, creativity and collective experience to imagine new possibilities.

A student perspective

Civil engineering and finance student Angel Moyo initially enrolled in the intensive unit to gain 25 credit points and reduce her workload during the semester.

By the end of the week, however, the experience had given her far more than she expected.

鈥淢y thinking has been challenged. I鈥檝e learned to adopt new perspectives and to view problems through a different lens,鈥� Angel reflected.

She spoke about the complexity and fragility of the systems that hold societies together, as well as the impact individual and collective decisions can have on communities.

The experience also strengthened her ability to collaborate, manage disagreements and work with people from different backgrounds and disciplines.

鈥淭hese are skills I unfortunately never learned in my concrete or steel design units, but skills that I will carry through my degree, my career and probably the rest of my life,鈥� she shared.

For Angel, one of the most important lessons was recognising that learning extended far beyond the classroom.

鈥淪ome of the most important lessons come from the people we meet, the experiences we share and the world beyond our own,鈥� she concluded.

鈥淲e are forever learning, and that is a privilege.鈥�

Building a better future together

The Global Futures Challenge: After War gave students the opportunity to move beyond theory and apply their knowledge to some of the most difficult questions facing communities around the world.

While no single project could resolve the complexity of post conflict reconstruction, the challenge demonstrated what can happen when students are given the space to listen, collaborate and think boldly.

Through their 25 projects, students considered not only how communities might rebuild, but how they might create societies that are more resilient, inclusive and peaceful. The challenge reinforced that rebuilding after war is not simply about returning to what existed before. It is about imagining what could come next.

Event Gallery

Upcoming Global Futures Challenges

To learn more about upcoming Global Futures Challenges, please contact聽humanities-futures@curtin.edu.au

Now in its third year, the exhibition has become an important space for truth-telling, reflection and dialogue, celebrating Aboriginal and Torres Strait Islander voices, histories and knowledges across the university community.

This year鈥檚 winning artwork, Connecting on Country, was created by T-Keia Dearden, a Whadjuk woman and second year Bachelor of Education student.

Inspired by the connections formed through studying at Curtin, the artwork reflects the many paths, stories and relationships that shape the university experience. It speaks to the friendships, mentorship, collaboration and moments of yarning that allow students to learn from one another and grow together.

Ms Dearden said the work was centred on the connections people form with one another at Curtin.

鈥淲e all come from many different paths and stages in life, and we all have our own stories to share,鈥� Ms Dearden said.

鈥淚t is through studying at Curtin that we learn from one another through yarning, collaboration, mentorship, and the friendships we build along the way.

鈥淭his piece represents the meaning that, despite our differences, we grow alongside each other, and we all leave lasting impressions that will stay with each of us for a lifetime.鈥�

In addition to a monetary prize, Ms Dearden鈥檚 artwork will be recognised, exhibited and permanently displayed on campus, embedding student storytelling into the heart of Curtin life and creating a lasting legacy for future students, staff and visitors.

For the first time, a People鈥檚 Choice winner was also announced, with Ms Dearden鈥檚 Connecting on Country and student Vanessa Burns鈥� Wagyl artwork receiving equal recognition.

Curtin鈥檚 Faculty of Humanities Indigenous Futures Dean, Associate Professor Mandy Downing said the exhibition honours Aboriginal artwork and affirms Indigenous sovereignty, while creating space for stories, perspectives and lived experiences to be expressed through creativity and culture.

More than a display of art, the exhibition reflects Curtin鈥檚 ongoing commitment to creating culturally welcoming and inclusive spaces where Aboriginal and Torres Strait Islander peoples, cultures and knowledges are respected, celebrated and woven throughout the university community.

For Associate Professor Downing, the artworks represent not only artistic skill, but identity, resilience, culture and the enduring power of storytelling.

ReconciliAction, she said, asks the Curtin community to move beyond words towards meaningful change.

鈥淚t is about creating culturally welcoming and inclusive spaces where Aboriginal and Torres Strait Islander peoples, cultures, and knowledges are respected, celebrated, and woven throughout our university community,鈥� Associate Professor Downing said.

鈥淭ogether, we are building spaces that foster belonging, celebrate cultural pride, and embody genuine ReconciliAction.鈥�

The exhibition also contributes to the ongoing work of Indigenising settler colonial spaces across the university. By proudly foregrounding Indigenous artworks by Curtin students, ReconciliAction helps ensure Aboriginal and Torres Strait Islander cultures, histories and perspectives are visible, valued and celebrated across campus.

Curtin Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe said the exhibition represented something much larger than an annual showcase of creative work.

鈥淚t reflects the kind of university community we aspire to be,鈥� Professor Blythe said.

鈥淥ne that values truth telling, embraces diverse perspectives, and understands the important role education plays in shaping a more inclusive and respectful future.鈥�

Professor Blythe said the exhibition continued to grow not only in scale, but in significance, creating space for stories that challenge, inspire and deepen understanding of Aboriginal and Torres Strait Islander cultures, histories and lived experiences.

Through art, the Curtin community is invited to reflect on reconciliation as an ongoing responsibility, embedded in the everyday life of the institution.

鈥淚nitiatives such as ReconciliAction contribute meaningfully to that vision by helping to Indigenise our spaces and ensuring Indigenous knowledges and perspectives are visible across our campuses and communities,鈥� Professor Blythe said.

As the exhibition continues to grow, its presence serves as a reminder of the power of art to create dialogue, deepen understanding and make reconciliAction visible across Curtin鈥檚 campuses and communities. The 2026 Indigenous Futures ReconciliAction Exhibition is located in the Collaboration Hub, Level 1, Building 418, 红桃视频, Bentley. The exhibition is open to the public until 3 July 2026.

The challenge invites 红桃视频 students from across disciplines to tackle one of the world鈥檚 most pressing questions: what happens after conflict, and how do communities rebuild?

Bringing together students from Engineering, Architecture, International Relations, Project Management, Urban Design and more, the intensive program asks participants to think beyond infrastructure and consider the social, cultural, political and emotional realities of rebuilding futures after war.

Led by Professor Farida Fozdar, Dean of Global Futures, last year鈥檚 challenge saw students develop thoughtful and innovative responses to post conflict scenarios. Teams proposed affordable housing systems, portable educational technology, water purification solutions, political reform initiatives, community healing spaces and approaches to strengthening ethical journalism.

For many students, the experience shifted the way they saw both the world and their future careers.

鈥淚t was a powerful eye opener for both myself and my team,鈥� shared one participant. 鈥淲e had to think not just about physical structures, but about the emotional, political and cultural structures that must be rebuilt too.鈥�

Another student reflected on the impact of the program saying, 鈥淚 hadn鈥檛 been exposed to many of the ideas in the unit before and it really changed the way I think. I can see how I can use these ideas and the experience of working with others to build solutions in my future career.鈥�

Supported by academics and practitioners with experience working alongside the UN, private resource companies and peacekeeping organisations, students were challenged to think critically, collaborate across disciplines and develop responses grounded in both empathy and practicality.

Professor Farida Fozdar said the challenge gives students the opportunity to respond to global issues in meaningful and hopeful ways.

鈥淵oung people can feel overwhelmed by what鈥檚 happening in the world. This challenge gives students the opportunity to think about feasible solutions and imagine what rebuilding society can look like through community, sustainability, healing and inclusion.鈥�

With participation numbers more than doubling this year, the 2026 Global Futures Challenge: After War continues to grow as a space for students to think deeply, work collaboratively and contribute ideas that could shape a better future.

Watch the highlights from last year鈥檚 challenge below

The Global cultures: K-Pop Challenge, coordinated by Dr Eldin Milak and supported by Curtin’s Korea Research and Engagement Centre, explored the global phenomenon of K-pop as a platform for both entertainment and social change. Students were tasked with creating an AI-generated K-pop group built around a specific social mission of their choosing, with groups choosing issues such as mental health awareness or climate action. The challenge integrated cultural learning and creative production, with students developing group identities, lyrics, visuals, and messaging aligned to their chosen cause. Participants also engaged in introductory Korean language and writing, and collaborated to learn a K-pop dance, highlighting the connections between culture, creativity, technology, and global influence.

The After War: Rebuilding together Challenge invited students to imagine how societies rebuild following conflict. 鈥淲e tried to value-add to what students are learning as part of the high school curriculum, for example in Humanities and Social Sciences subjects such as economics, geography, history and so on. The curriculum tends to focus on significant wars themselves, such as WWI and WWII, so we asked students to consider what happens when the conflict ends and rebuilding starts. They loved this shift of focus鈥�, said Professor Farida Fozdar, Dean, Global Futures.

Guided by sociologists, geographers, and international relations experts, and mentored by Curtin students, the high school students considered immediate needs and resourcing post-war, modelled critical infrastructure using Lego, mapped a post-conflict city, including rethinking physical infrastructure, recreational space and transport systems, agonised over setting priorities for recovery (with a limited budget should healthcare be prioritised over education or roads for example) and wrote a constitution. The challenge culminated in the design of a Festival of Hope, symbolising social healing and future possibilities.

The two challenges emphasised active learning and student agency, encouraging young people to draw on their own perspectives while developing skills in teamwork, communication, critical thinking, and ethical decision-making. Through challenge-based learning, students moved beyond classroom theory to test ideas, respond to constraints, and propose creative, evidence-based solutions.

By the end of the intensives, students had not only deepened their understanding of global issues, but gained confidence in their capacity to contribute creatively and thoughtfully to future solutions. The Global Futures High School Challenges reflect Curtin鈥檚 ongoing commitment to supporting the next generation of changemakers through inclusive, innovative, and transformative educational experiences.

Led by Associate Professor Mandy Downing, Dean of Indigenous Futures, the program invites High School students to explore their strengths, expand their aspirations and deepen their connection to learning through hands-on workshops and collaboration.

Throughout the week, students engaged with Curtin academics, community, industry mentors and creative practitioners across a series of practical, immersive sessions. These workshops introduced participants to diverse areas within the creative industries, showcasing future study pathways and the many career possibilities available to them. Participating students had the opportunity to explore 红桃视频 Bentley Campus, getting a feel for university life and recognising that they are worthy and capable of studying in higher education.

A central feature of the Challenge is its emphasis on collaboration. Students worked alongside peers from different schools, building meaningful connections and drawing inspiration from one another in a supportive, culturally grounded environment. The program encourages confidence, curiosity and self-belief, encouraging participants to see themselves as future leaders, creators and innovators.

The Faculty of Humanities is proud to host this important annual initiative, which continues to strengthen relationships between schools, communities and 红桃视频 while nurturing the next generation of Indigenous talent.

Watch the Highlights Here

Gallery

For more information on Indigenous Futures Challenges please contact Humanities-Futures@curtin.edu.au