Supporting Aboriginal digital health and wellbeing research innovation through cross-cultural collaboration

Exploring experiences of non-indigenous educators providing culturally competent design education with international students

Abstract

This article examines the experiences of non-Indigenous academics who provide culturally competent design education to international students, with a focus on supporting an Aboriginal digital health and wellbeing research project. Employing critical reflexivity and autoethnography methods, the study examines both supportive and restrictive factors of cross-cultural collaboration, as well as the positive outcomes that emerged. Throughout the semester, the academic team met regularly to discuss cross-cultural perspectives, experiences, and outcomes observed by non-Indigenous academics. Iteratively, the educational team developed reflexive research questions that served as the guiding framework for auto-ethnographic reflections. Key findings highlight the importance of integrating cultural competency and strengths-based approaches in cross-cultural education, the challenges of navigating complex cross-cultural dynamics, and the need for ethical, sustainable engagement with Aboriginal stakeholders. This article emphasises the importance of improving cross-cultural relations through cultural competency education. Key findings include increased awareness among non-Indigenous academics of the complexities of cultural competency, the necessity of maintaining ethical partnerships with Aboriginal stakeholders, and how collaboration has enhanced cross-cultural understanding among students. To support social change in the Aboriginal and non-Indigenous Australian cross-cultural context, cultural competency should be regarded as an essential and valuable educational component that fosters improved cross-cultural understanding, collaboration, and relationships.