Innovating education & future-proofing Australia’s workforce – research outlines

Choose a research outline for your application

Actual & perceived challenges of women in STEM (RFO-25001)

This PhD project investigates the persistent underrepresentation of women in STEM professions, despite significant policy efforts and investment aimed at improving gender equity. Using role theory as the guiding framework, the study will explore both perceived and actual challenges faced by women in STEM industries, including cultural, organisational, and structural barriers to entry, retention, and advancement.

The research team has expertise in gender studies, organisational behaviour, and workforce diversity. We are seeking a PhD applicant with a strong interest in gender equity and STEM, and a background in social sciences, HRM, or education. Experience in qualitative or mixed methods research is desirable.

Supervisors: Dr Dharshani Thennakoon, Dr Thu-Huong Nguyen
Institute: Institute for Sustainable Industries & Liveable Cities
Course Code: UPAF
Field of Research (FoR) Code: 3507 Strategy, management and organisational behaviour

To indicate your interest and discuss your suitability, please contact: Dr Dharshani Thennakoo: [email protected]   

AI for inclusion: Advancing assistive technologies for people with disabilities (RFO-25120)

This PhD project explores the design and development of AI-driven assistive technologies to enhance accessibility for people with disabilities. A key focus is using computer vision and machine learning to interpret sign language and provide real-time feedback, improving communication and learning outcomes. Broader applications include AI for mobility, interaction, and personalised support. 

The research adopts a human-centred design approach, grounded in the Action Design Science Research (DSR) methodology, with active stakeholder engagement. 

This project offers the opportunity to contribute to cutting-edge innovation at the intersection of artificial intelligence, accessibility, and inclusive digital experience. Students from diverse technical or design backgrounds are encouraged to apply.

The ideal candidate will have a background in information systems, accessibility design, or language education fields, with a strong interest in applying AI to inclusive learning and assistive technologies.

Supervisors: Dr Wenjie Ye, Dr Afrooz Purarjomandlangrudi
Institute: Institute for Sustainable Industries & Liveable Cities             
Course Code: UPAF
Field of Research (FoR) Code: 4609 Information Systems

To indicate your interest and discuss your suitability, please contact:  Dr Omid Ameri,  [email protected]  

 

Beyond the frame: Governing smartglasses in education through anticipatory policy & leadership (RFO-25002)

This project critically examines how educational institutions can anticipate and govern the integration of smartglasses technologies before widespread adoption occurs. 

Using anticipatory governance frameworks, it explores how school leaders and policymakers can create proactive, ethical policies, proceedures and guidelines that manage both the risks and opportunities presented by smartglasses, including issues of privacy, equity, accessibility, and student and staff agency. 

Case studies of early adopter institutions and policy simulation scenarios would inform best practice guidelines for future use.

Supervisors: Dr Janine Arantes, Mr Andrew Welsman
Institute: Institute for Sustainable Industries & Liveable Cities    
Course Code: UPAF
Field of Research (FoR) Code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Dr Janine Arantes,  [email protected]  

Building the best ECE workforce (RFO-25003)

Early Childhood Education at VU is currently undertaking a pilot study on the practices of expert teachers in Victorian early learning contexts. 

A larger project will emerge from this to examine what the necessary skills and attributes of graduate-ready ECTs are, how skills and professional identity are built over time. Understanding the ways in which expert teachers impact the lives of children and families, as well as policy and curriculum, will influence the design and delivery of early childhood courses in Victoria.

Supervisors: Professor Mary-Rose McLaren, Dr Siobhan Hannan, Mrs Nathalie Nehma, Dr Masud Ahmmed
Institute: Institute for Sustainable Industries & Liveable Cities
Course Code: UPAF
Field of Research (FoR) Code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Professor Mary-Rose McLaren,  [email protected]   

Climate change curriculum development: Identifying themes & key concepts constituting the non-scientific aspects of climate change & their application to the curriculum (RFO-25004)

The research is situated in the field of climate change (CC) education. It aims to support CC curriculum development. Over the past 20 years, much progress has been made in developing the scientific aspects of the CC curriculum. Key concepts such as the carbon cycle, climate modelling, and climate scenarios have been introduced into the curricula of many countries.

However, limited research has been undertaken to identify the human, non-scientific concepts of the CC phenomenon. In most curricula, the humanity aspects appear amorphously on the edges of the science theme, lacking concept specification and thematic narratives. However, it is aspects such as economy, governance, ethics, and the media that provide inroads to understanding CC in its full complexity.

The proposed research aims to close this gap through the development of structured thematic curricular organisation, key concepts, and conceptual development progression points.

Supervisors: Associate Professor Efrat Eilam, Mr Andrew Welsman
Institute: Institute for Sustainable Industries & Liveable Cities 
Course Code: UPAF
Field of Research (FoR) Code: 3901 Curriculum and pedagogy

To indicate your interest and discuss your suitability, please contact: Associate Professor Efrat Eilam,  [email protected]  

Developing capacity to deliver LGBTQI+ inclusive education in an era of governmentality (RFO-25005)

This project explores the capabilities of in-service and pre-service teachers to provide LGBTQI+ inclusive education amidst rising governmental oversight and societal intolerance. In an era marked by a resurgence of conservative policies and an increasingly polarised social climate, educators face significant challenges in fostering inclusive environments for all students. 

The study aims to assess the preparedness, resources, and support available to teachers to implement LGBTQ+ inclusive curricula and practices effectively. Through 100 national surveys, 20 interviews with preservice teachers, and 10 classroom observations with in service teachers, the research will identify the barriers educators encounter, including legislative restrictions, lack of training, and community resistance. It will also highlight innovative strategies and best practices developed by teachers to navigate these challenges. 

Supervisors: Associate Professor Mark Vicars, Dr Janine Arantes
Institute: Institute for Sustainable Industries & Liveable Cities 
Course Code: UPAF
Field of Research (FoR) Code: 3904 Specialist studies in education

To indicate your interest and discuss your suitability, please contact: Associate Professor Mark Vicars,  [email protected]   

Developing literacy frameworks (RFO-25006)

The current educational landscape in Australia and globally is increasingly shaped by policies that entrench explicit instruction as the default approach to literacy teaching, reinforcing the belief that structured phonics-based methods are universally effective. 

This project examines how teacher education literacy programs can be modified to better realities of the complexities of contemporary classroom practice. The challenge of literacy research is to examine explicit instruction from a broader perspective, rather than framing it as an all-or-nothing approach. 

The project will identify gaps in current literacy pedagogies and explore the integrating of socio-cultural literacy learning alongside explicit instruction models.  

The research team is led by Associate Professor Mark Vicars and Dr Amanda Muscat. Potential applicants would possess a background working in primary literacy in complex classrooms.

Supervisors: Associate Professor Mark Vicars, Dr Amanda Muscat
Institute: Institute for Sustainable Industries & Liveable Cities 
Course Code: UPAF
Field of Research (FoR) Code: 3901 Curriculum and pedagogy

To indicate your interest and discuss your suitability, please contact: Associate Professor Mark Vicars,  [email protected]   

Early Childhood Education - risky play (RFO-25007)

Through VU Play (pop up play in public places), loose parts play, and post humanist understandings of place, VU is building strength in examining and understanding the role of risky play. Our research focuses on play, the ethics of play, and play in urban places. 

This project on risk and safety identifies and analyses how risk is perceived and understood in different contexts. It explores how these understandings of risk, hazard and safety in Early Childhood contexts shape the way we think about children and communities, and consequently influence policy. 

As a society, our ideas of risk are often uncritically accepted, yet influence the development of playgrounds and public spaces and children's and families' opportunities to access experiences. This project provides a close analysis of what shapes our views of risk, and a deep analysis of what risk is and how it impacts children's growth and wellbeing.

Supervisors: Professor Mary-Rose McLaren, Dr Siobhan Hannan
Institute: Institute for Sustainable Industries & Liveable Cities
Course Code: UPAF
Field of Research (FoR) Code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Professor Mary-Rose McLaren,  [email protected]   

Factors determining student success (RFO-25008)

There are many factors that can be attributed to student success. These factors can include motivation, time management, growth mindsets, resilience, learning skills, academic ability, self-regulation, family and peer support, cultural and institutional capital, and goal setting.

A review of the literature finds that the list of factors is extensive. Many of these factors have been studied extensively, in isolation and collectively. A model for organising these factors, and their relationships with each other into 3 distinct keystone attributes has been proposed.

Supervisors: Associate Professor Thinh Nguyen, Dr Gabriele Sorrentino
Institute: Institute for Sustainable Industries & Liveable Cities 
Course Code: UPAF
Field of Research (FoR) Code: 3901 Curriculum and pedagogy

To indicate your interest and discuss your suitability, please contact: Associate Professor Thinh Nguyen,  [email protected]   

Governance at the edge: Preparing education for GenAI-powered smart glasses & wearable technologies (RFO-25009)

This project explores how GenAI-powered smart glasses and wearable technologies will reshape education, focusing on governance, policy, risk, and institutional readiness. Embedded within the Smart Glasses Lab, the research critically examines ethical, privacy, and equity challenges, supporting responsible technology integration aligned with evolving voluntary guardrails. The Lab brings together interdisciplinary expertise in education, policy, AI governance, and technology innovation, offering a collaborative, practice-led environment. We are seeking a motivated applicant with a background in education, policy, or digital technologies who is interested in critically shaping the future of emergent technologies in education. Strong analytical and communication skills, and an interest in responsible innovation and public engagement, are essential.

Supervisors: Dr Janine Arantes, Mr Andrew Welsman
Institute: Institute for Sustainable Industries & Liveable Cities
Course Code: UPAF
Field of Research (FoR) Code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Dr Janine Arantes,  [email protected]   

Improving graduate capabilities & building health workforce through use of innovative educational models (RFO-25010)

Australia is facing a health workforce shortage due to the ever increasing demands for better health services across the population. Universities across Australia are faced with the challenge to train future workforce to combat this ongoing shortage. However, the capacity of programs to train sufficient graduates to meet this demand is often limited due to a lack of innovative training methods in current courses. Additionally, the need to provide essential work integrated learning experiences in all health courses further limits the sustainability of our work-integrated learning programs. 

This research aims to explore innovative educational interventions/models in bid to create a sustainable work-integrated learning model to future proof VU graduates for the workforce. The research team comprises of experts in the areas of work-integrated learning, higher education and implementation science. Potential applicant should have previous health professional experiences and a good understanding about the current clinical health education practices.

Supervisors: Professor Clarice Tang, Professor Melinda Craike
Institute: Institute for Health & Sport
Course Code: UPAD
Field of Research (FoR) Code: 4206 Public Health

To indicate your interest and discuss your suitability, please contact: Professor Clarice Tang,  [email protected]   

Language & communication skills of adolescents with pathological demand avoidance (RFO-25011)

The aim of the research is to determine if secondary students with demand avoidance profiles are at greater risk of imprisonment due to low literacy and language. The research will aim to answer the question of whether unaccommodated PDA profiles at a secondary level are linked to the number of children in juvenile detention and the number of adults in prison. Furthermore, it will aim to determine whether there are people with undiagnosed PDA profiles in the justice system and how a multidisciplinary team can collaborate to provide preventative and restorative communication interventions at a secondary school and imprisonment level.

Supervisors: Dr Bianca Jackson, Dr Vanessa Letico
Institute: Institute for Health & Sport 
Course Code: UPAD
Field of Research (FoR) Code: 5201 Applied and developmental psychology

To indicate your interest and discuss your suitability, please contact: Dr Bianca Jackson,  [email protected]   

Teaching with responsible AI: Governance, risk & readiness for emerging technologies in education (RFO-25012)

This project investigates how responsible AI, including GenAI-powered tools and wearable technologies like smart glasses, is reshaping educational practice. Based within the Teaching with Responsible AI Network (TRAIN), the research critically examines the governance, ethical risks, and policy challenges associated with AI integration in teaching and learning. The project explores how to prepare educators and institutions to adopt AI technologies in ways that safeguard access, privacy, academic integrity, and equity. TRAIN provides a collaborative, interdisciplinary environment, bringing together experts in education, AI ethics, and digital governance. We are seeking applicants with backgrounds in education, policy, or digital technology who are committed to advancing responsible, human-centered AI use in education. Skills in critical analysis, research, and stakeholder engagement are essential.

Supervisors: Dr Janine Arantes, Dr Amanda Muscat
Institute: Institute for Sustainable Industries & Liveable Cities
Course Code: UPAF
Field of Research (FoR) Code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Dr Janine Arantes,  [email protected]   

Assessment reliability, validity & feasibility in compressed timeframes: What does authentic assessment look like on the block? (RFO-25123)

The intensive block teaching model presents unique assessment challenges that traditional evaluation methods may not adequately address. This research area examines whether conventional assessment approaches are suitable for the compressed, immersive learning environment characteristic of block delivery, or whether alternative assessment modes better align with this intensive pedagogical format. 

Key research questions explore how the intense, immersive, compressed time-frame nature of block learning might require fundamentally different assessment strategies. The active and interactive learning hands-on learning environments, typical of block institutions, offer opportunities to integrate assessment more seamlessly into classroom activities, potentially enhancing assessment for learning rather than merely assessment of learning. 

With generative AI disrupting traditional assessment paradigms, what role might innovative approaches including oral assessments, interactive evaluation methods, and real-time classroom-based assessment play in maintaining validity and authenticity while developing assessment modes that complement the immersive, intensive nature of block model education and prepare students for professional contexts?

Supervisors: Dr Joshua Johnson, Dr Neil Fernandes, Dr Melissah Thomas, Dr Amanda Muscat, Associate Professor John Weldon
Institute: Institute for Sustainable Industries and Liveable Cities
Course code: UPAF
Field of Research (FoR) code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Associate Professor John Weldon,  [email protected]  

Cognitive load, & knowledge retention & transfer in block learning (RFO-25124)

This area of research focus investigates the comparative effectiveness of knowledge retention between compressed block delivery and traditional semester-length modes. A critical question emerges regarding whether the intensive, sequential nature of block learning enhances or impedes long-term knowledge acquisition compared to concurrent multi-subject study approaches. 

Researchers might examine whether perceived/actual cognitive load challenges inherent in compressed delivery formats overwhelm students' processing capacity or, alternatively, provide focused immersion that strengthens retention. A key concern addresses knowledge transfer mechanisms between sequential blocks versus the natural cross-pollination that occurs when students study multiple subjects simultaneously in traditional semester models.

How do/might block practitioners design and develop curricula that prevent the conceptual isolation that may result from studying units individually rather than concurrently? Research questions explore pedagogical strategies to maintain knowledge connectivity across blocks, optimise cognitive load management, and facilitate meaningful transfer and scaffolding of learning between individual blocks. This work has significant implications for curriculum design and delivery optimisation in higher education.

Supervisors: Associate Professor John Weldon, Dr Neil Fernandes, Professor Puspha Sinnayah, Dr Amanda Muscat, Dr Joshua Johnson
Institute: Institute for Sustainable Industries and Liveable Cities
Course code: UPAF
Field of Research (FoR) code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Associate Professor John Weldon,  [email protected]  

Equity & accessibility in block mode Implementation: Demographics, outcomes, barriers & enablers (RFO-25125)

This area of research focus considers how block model delivery impacts educational equity and accessibility for diverse student populations. Evidence suggests that the small class sizes characteristic of block learning foster an enhanced sense of belonging, stronger peer and educator relationships, and improved retention rates, particularly benefiting non-traditional students by closing achievement gaps with their traditional counterparts. 

What other, broader accessibility barriers might block delivery either mitigate or inadvertently create? While intensive formats can provide focused learning environments that support struggling students, they may simultaneously present new challenges for learners with varying needs, schedules, or learning preferences.  A further, critical focus for this research area, is an examination of the shape of part-time study on the block – a delivery format that is in many ways at odds with block mode. 

This area of focus might include the exploration of innovative approaches to developing flexible part-time block delivery that maintains the pedagogical benefits of intensive learning while accommodating diverse student circumstances. Such research might address fundamental questions about designing inclusive educational models that serve both traditional and non-traditional learners effectively, with implications for widening participation and educational justice in higher education.

Supervisors: Associate Professor John Weldon, Professor Puspha Sinnayah, Dr Bec Marland, Dr Melissah Thomas
Institute: Institute for Sustainable Industries and Liveable Cities
Course code: UPAF
Field of Research (FoR) code: 3904 Specialist studies in education

To indicate your interest and discuss your suitability, please contact: Associate Professor John Weldon,  [email protected]  

Professional development in block teaching: Organisational perspectives, impacts on pedagogy & professional practice (RFO-25126)

This area of focus examines the professional development needs of academic staff transitioning to, or maintaining and developing their skills base in, block model delivery. Many academics who join block-based institutions will be encountering the model for the first time and so it is important that professional development programs recognise this and find was to address any gaps or differences, perceived or otherwise, between teaching on the block and more traditional modes of delivery, especially given that most higher education academics lack formal teaching qualifications. 

Further, fundamental questions arise about whether block pedagogy constitutes a distinct teaching approach or represents intensified application of established good practice principles. The same question applies to block curriculum, design, development and delivery. 

Researchers might explore optimal professional development delivery modes: is such training best delivered in short intensive bursts, perhaps via micro-credentials, or do more sustained programs work better? How might professional development instil a lifelong learning mentality among academics? How do we ensure such development programs are culturally sensitive?

Supervisors: Professor Puspha Sinnayah, Associate Professor John Weldon, Dr Amanda Muscat, Dr Bec Marland, Dr Neil Fernandes
Institute: Institute for Sustainable Industries and Liveable Cities
Course code: UPAF
Field of Research (FoR) code: 3903 Education systems

To indicate your interest and discuss your suitability, please contact: Associate Professor John Weldon,  [email protected]  

Quality frameworks & assurance mechanisms with block model education (RFO-25127)

This area of focus will critically examine quality frameworks and assurance mechanisms within block model education. Fundamental questions explore what constitutes quality in higher education contexts and whether traditional quality indicators adequately capture excellence in intensive block delivery formats. 

Investigators might address multi-dimensional aspects of quality including teaching and learning effectiveness, curriculum design, pedagogical approaches, and research integration within compressed timeframes. A central inquiry might examine whether quality indicators for block delivery differ substantially from conventional semester-based measures, or whether existing frameworks require adaptation rather than replacement. 

Research might explore divergent perspectives on quality determinants across institutional, academic, and student stakeholder groups, recognising that each constituency may prioritise different quality markers. Research in this area will contribute to the development of robust quality assurance frameworks specifically calibrated for intensive learning environments, with implications for institutional policy, academic development, and sector-wide quality standards; ultimately seeking to establish evidence-based criteria for evaluating and enhancing educational quality within block model contexts.

Supervisors: Associate Professor John Weldon, Professor Puspha Sinnayah, Dr Ligia Pelosi
Institute: Institute for Sustainable Industries and Liveable Cities
Course code: UPAF
Field of Research (FoR) code: 3904 Specialist studies in education

To indicate your interest and discuss your suitability, please contact: Associate Professor John Weldon,  [email protected]