Blog posts
Educating for Uncertain Futures: Climate Change Education
By A/Prof Peta White – March 2026 We live in uncertain times; our human systems are negatively impacting Earth systems resulting in multiple impacts of local to global scale. Recognising the lack of certainty is a measure of the complexity of both our
Posted by Assoc. Prof. Peta White on March 31, 2026.
Upskilling teachers as a way to respond to out-of-field teaching
Upskilling Out-of-field teachers
Posted by Prof. Linda Hobbs on February 10, 2021.
Financial literacy programs taught in schools are exposed as value-ridden, flawed & totally inadequate
The COVID-19 pandemic disrupts the very idea of financial literacy.
Posted by Dr. Carly Sawatzki on June 1, 2020.
Don’t trust banks to teach financial literacy to children. Here are some teacher insights
For generations, schools, teachers and parents around Australia have relied on the finance industry for money-related expertise and education for our children. We now know that our trust was misguided.
Posted by Dr. Carly Sawatzki on March 20, 2020.
Inquiry vs direct teaching for interdisciplinary STEM
By Russell Tytler, Chair of Science Education Current advocacy of STEM represents a reform movement to increase engagement of students with the STEM disciplines (Marginson, Tytler, Freeman & Roberts, 2013), and to develop ‘STEM skills’ that will pr
Posted by Prof. Russell Tytler on August 9, 2019.
What can we do about the phenomenon of teaching out-of-field?
By Associate Professor Linda Hobbs, Deakin University Originally Posted on the ASERA website: Teaching out-of-field is a contentious practice in most Australian schools. Teachers are regarded as out-of-field if their specialisation does not match their
Posted by Prof. Linda Hobbs on July 16, 2019.