Fostering cultural capability and confidence: the impact of cultural responsiveness training on non-Indigenous allied health academics teaching Aboriginal and Torres Strait Islander related content

Integrating First Nations content into health curricula is essential, yet challenges in decolonising curriculum and academics’ confidence to deliver culturally diverse content persist. This study explored the impact of cultural responsiveness training on allied health academics’ self-perceived cultural capability and teaching confidence in delivering First Nations content in an Australian university. Using a cross-sectional, mixed-methods approach, 46 allied health academics across 11 disciplines completed an online survey assessing training experiences, teaching practices and confidence levels. Quantitative findings showed academics who completed training reported significantly higher confidence in facilitating culturally safe learning environments with greater awareness of First Nations frameworks and theories. Qualitative findings revealed academics require ongoing professional development, institutional support and collaboration with First Nations experts to effectively integrate cultural responsiveness and safety into teaching. Barriers including limited resources, time and fear of misrepresentation hinder efforts to decolonise curricula and authentically present First Nations content. Addressing these issues is important for strengthening academics’ cultural capability and better preparing students to deliver culturally safe, equitable healthcare. While cultural responsiveness training appears to enhance academics’ confidence and capability, ongoing institutional commitment to support the integration of cultural safety in curricula and teaching is essential for achieving meaningful change in health education.