Exploring the Medicinal Properties of Indigenous Plants Within an Enabling Program: Bridging the Gap Between School, Aboriginal and Torres Strait Islander Knowledge and Science.

Authors

  • Sharon Gough Edith Cowan University, Australia
  • Julie Sartori Edith Cowan University, Australia
  • Angela Jones Edith Cowan University, Australia

DOI:

https://doi.org/10.53761/s8vz4m73

Keywords:

Indigenous knowledges, indigenous plants, enabling education, authentic learning, STEM

Abstract

In 2021, less than half of Australian universities considered Indigenous perspectives in curriculum development, with only 15% ensuring Indigenous content in all courses (Universities Australia, 2021). Literature acknowledges that a strengths-based approach to the inclusion of Aboriginal and Torres Strait Islander knowledge and perspectives, enhances representation and decolonises curriculum (Ah Chee et al, 2024; AIATSIS, 2022; Lukey et al., 2022; Fogarty et al., 2018). In 2020, Noongar elder Vivienne Hansen, and John Horsfall created Noongar Bush Medicine, detailing the medicinal use of Indigenous plants. Yeshi et al. (2022) noted that many Aboriginal and Torres Strait Islander communities use native plants for health purposes. However, there is limited data on the therapeutic efficacy of these plants. In 2024, the Science Unit Coordinator in ECU’s UniPrep enabling program (located on Whadjuk Noongar boodja and Wadandi boodja) designed a module examining the medicinal properties of indigenous plants, engaging students with Aboriginal and Torres Strait Islander knowledge as a core component of science. The experiment involved testing the medicinal use of: moorngan/Tea tree (Melaleuca radula), Eucalyptus (combination of species), uilarac/waang/ wolgol/wollgat/Sandalwood (Santalum spicatum), and honey using nutrient agar microplates inoculated with Escherichia coli and Staphylococcus epidermidis. This paper details the module’s design, experiment, and outcomes. Preliminary findings suggest that this initiative enhances student engagement and fosters appreciation for Aboriginal and Torres Strait Islander knowledge systems and STEM. This inclusive, hands-on learning module also addresses barriers faced by students from non-traditional backgrounds in accessing STEM, highlights the underrepresentation of Indigenous knowledge and science-focused curriculum in enabling education research. 

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Author Biographies

  • Sharon Gough, Edith Cowan University, Australia

    Sharon L Gough is a Unit Coordinator and Lecturer in Access and Equity within the UniPrep program at Edith Cowan University. Previously, she served in the School of Science, coordinating and lecturing across various chemistry units with a specialisation in organic chemistry. She now coordinates the University Preparation (UniPrep) course for science and is a  member of the UniPrep teaching team, which received the Vice-Chancellor’s Award for Programs that Enhance Learning in both 2015 and 2023, and an AAUT program award in 2024.

    Before joining Edith Cowan University, Sharon enjoyed a 15-year career as a research scientist at GlaxoSmithKline (GSK), where her innovative chemistry work resulted in worldwide patents, significantly enhancing GSK’s drug portfolio and paving the way for future market success.

    At Edith Cowan University, she is dedicated to making STEM education accessible to all students regardless of background, championing hands-on, laboratory-based learning as essential for understanding scientific concepts. Through integrating real-world scientific experiences into her teaching, Sharon tries to inspire the next generation of scientists to pursue university degrees in science.

  • Julie Sartori, Edith Cowan University, Australia

    Dr Julie Sartori is an academic and researcher at Edith Cowan University (ECU), Western Australia, where she contributes to multiple units and school programs within the School of Medical and Health Sciences, Access and Equity and the School of Science. Her teaching expertise includes serving as a Unit Coordinator and Lecturer for Reproduction, Development and Ageing, Anatomy and Physiology 1, and Anatomy and Physiology 2 (Summer School). Additionally, laboratory teaching for Medical Microbiology, Human Genetics, Human Molecular Genetics and Forensic Genetics. Julie is also a dedicated academic tutor in the teaching and learning space, supporting students in UniPrep Science and nursing students in Human Processes 1.

    Dr Sartori is currently research-active, with the Placenta Project and supervising several postgraduate students in the field of reproductive health. Previous research experience includes significant contributions to the RAINE Study at the University of Western Australia and The Australian Fathers Study. As a passionate STEM educator and published researcher, Julie is committed to furthering her academic contribution in the university teaching and learning space.

  • Angela Jones, Edith Cowan University, Australia

    Dr Angela Jones is a Senior Lecturer in Access and Equity, and course coordinator of UniPrep programs at Edith Cowan University, WA. She was previously senior lecturer, curriculum designer and Head of Discipline for University Preparation Pathways at Murdoch University, WA. Angela has published in the field of enabling education and has also lead editorialship on two academic edited collections. The latest, Transitioning Students into Higher Education Philosophy, Pedagogy and Practice (2019), focussed “on the relationship between philosophy, pedagogy and practice when designing programs, units or courses for transitioning students to new educational spaces in the university environment” (2019). Angela is a passionate enabling educator and advocate for social justice education. In her time in enabling education she won three  Vice-Chancellor’s Award for Programs that Enhance Learning.  In 2023 she won an AAUT Citation for Oustanding Contributions to Student Leanring and 2024, as co-designer of Flexitrack High (Murdoch University). As Course Coordinator of the UniPrep team, won an AAUT national award for Programs that Enhance Learning (ECU).

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Published

2025-12-19

Issue

Vol. 22 No. 9 (2025): Enabling Education

Section

Special Issues

License

Copyright (c) 2025 Sharon Gough, Julie Sartori, Angela Jones

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Exploring the Medicinal Properties of Indigenous Plants Within an Enabling Program: Bridging the Gap Between School, Aboriginal and Torres Strait Islander Knowledge and Science. (2025). Journal of University Teaching and Learning Practice, 22(9). https://doi.org/10.53761/s8vz4m73