Student persistence and retention in STEM disciplines is an important yet complex and multi-dimensional issue confronting universities. Considering the rapid evolution of online pedagogy and virtual learning environments, we must rethink the factors that impact students’ decisions to stay or leave the current course. Learning analytics has demonstrated positive outcomes in higher education contexts and shows promise in enhancing academic success and retention. However, the retention factors in learning analytics practice for STEM education have not been fully reviewed and revealed. The purpose of this systematic review is to contribute to this research gap by reviewing the empirical evidence on factors affecting student persistence and retention in STEM disciplines in higher education and how these factors are measured and quantified in learning analytics practice. By analysing 59 key publications, seven factors and associated features contributing to STEM retention using learning analytics were comprehensively categorised and discussed. This study will guide future research to critically evaluate the influence of each factor and evaluate relationships among factors and the feature selection process to enrich STEM retention studies using learning analytics.

In 2017, all Australian universities committed to ensuring all students engage with Aboriginal and Torres Strait Islander cultural content. Information and communication technology (ICT) curricula across Australia have been slow to engage in the processes of curriculum indigenisation which focus on embedding Aboriginal and Torres Strait Islander knowledge and perspectives throughout a course. This study uses an action-research approach to explore the effectiveness of a series of learning experiences employed within an ICT curriculum to develop Aboriginal and Torres Strait Islander cultural awareness. Using three measurable constructs of student engagement the study concludes that the learning experiences are effective in engaging students, though improvements are necessary for students to develop the depth of awareness required to influence societal change on Aboriginal and Torres Strait Islander disadvantage. The findings are a major contribution on how to embed Aboriginal and Torres Strait Islander knowledges and perspectives within an ICT curriculum.

Australia's Information and Communication Technology (ICT) curricula have been sluggish with integrating Indigenous perspectives. Despite universities committing to this in 2017, there remains a scarcity of tangible examples showcasing the successful blending of discipline-specific material with Indigenous perspectives within ICT subjects. Particularly elusive are instances that illustrate the interconnectedness between cultural awareness and ICT professional practice. This practitioner-oriented paper takes readers on a journey through the process employed to infuse Aboriginal perspectives into a first-year ICT subject. The focal point of this exploration is a case study, collaboratively crafted by an Aboriginal Education Officer and the ICT subject expert. Over a three-year review cycle, the implementation of this case study is dissected, revealing invaluable lessons learned along the way. Key takeaways include the imperative for educators to articulate compelling reasons for the integration, the pressing need to address knowledge gaps in Indigenous history and culture to dismantle stereotypes and biases, the pivotal significance of seamlessly blending Indigenous perspectives with discipline-specific content, and the transformative power of embracing collaborative Indigenous partnerships. This paper challenges the prevailing deficit-oriented perspective often encountered in ICT, offering practical guidance for academics committed to infusing Indigenous perspectives into ICT education.

The perpetual misalignment between the skill sets of Information Technology (IT) graduates and evolving demands of industry remains an ongoing concern. Reports indicate that IT graduates often lack the practical job-readiness that industry requires, prompting an examination of potential solutions. Work-integrated learning and experiential learning have emerged as promising solutions. In 2023, an innovative approach to job-readiness was pioneered by incorporating these approaches into an on-campus internship tailored for non-cognate international postgraduate IT students. This internship cultivates industry insight, technical proficiency, lifelong learning, and personal branding, all impacting on a graduate's employability. This practitioner paper unveils the design, encountered challenges, and lessons learned with the aim to facilitate the adoption of similar initiatives by other institutions, particularly those in regions with limited access to industry internships for postgraduate IT students.

The representation of Aboriginal and Torres Strait Islander peoples in Australia's information technology (IT) sector remains critically low, exacerbated by their underrepresentation in IT-focused higher education. Introducing Indigenous perspectives into IT curricula could create a culturally safe learning environment, stimulate Indigenous engagement in IT education and careers, and enhance cultural competency among non-Indigenous IT students. Despite the potential benefits, the integration of Indigenous perspectives in IT curricula has progressed slowly due to challenges such as academic hesitancy, curriculum overload, and student resistance. This paper presents a comprehensive analysis of a four-year initiative aimed at integrating Aboriginal perspectives into an IT degree. Employing a quantitative research methodology, the study assesses the effectiveness of the approach in improving cultural competency, reducing resistance, and influencing perceptions of relevance. The results reveal significant improvements in all these areas. A key finding is diminishing resistance towards the inclusion of Indigenous content, facilitated by sustained exposure. Key lessons include the importance of confidently conveying the necessity of cultural competency for future practice, integrating Indigenous and IT-specific content effectively, and framing approaches to avoid perpetuating deficit views.