This was the question at the centre of the 2026 Global Futures Challenge: After War, which brought together 150 麻豆直播 students for an intensive week of interdisciplinary learning, collaboration and problem solving.

Now in its second year, the challenge more than doubled its student participation and introduced a stronger focus on real world conflicts and post conflict contexts.

Students from engineering, international relations, architecture, urban planning, psychology, fashion design, environmental science, commerce, finance, project management, information technology and the social sciences worked in groups across disciplinary boundaries to address 13 complex challenges associated with rebuilding societies after war.

Their work culminated in a public showcase featuring 25 student projects, each proposing an evidence-based response to an issue affecting communities during post conflict recovery.

Projects addressed housing and displacement, economic reconstruction, education, maternal health, prosthetics, political reform, military recruitment, citizen journalism, truth and accountability, and the importance of creating spaces for recreation and joy.

Looking beyond physical reconstruction

Dean of Global Futures Professor Farida Fozdar, a sociologist, highlighted that rebuilding after war required much more than replacing damaged buildings and infrastructure.

It also presented an opportunity to reconsider the systems that shape society, including political representation, economic inequality, press freedom, human rights and psychological recovery.

Students demonstrated remarkable creativity, commitment and technological capability while working outside their usual areas of study.

Throughout the week, they were encouraged to draw on previous post war reconstruction efforts and consider the political, cultural and human realities of the communities connected to their chosen contexts.

鈥淪tudents will carry the insights, knowledge, skills and creativity gained into their future endeavours,鈥� Professor Fozdar reflected.

鈥淭he lessons learned here have the power to effect real world change.鈥�

Learning across disciplines

Students participated in sessions led by academics, humanitarian practitioners from NGOs, journalists, engineers, former defence personnel and professionals with experience in conflict affected regions.

Contributors included a former United Nations peacekeeper, Save the Children representatives working in Gaza, Engineers Australia, SBS, Communicare, the United Nations Association of Australia WA Division and researchers involved in the Art of Peace exhibition.

The program also provided practical development in design thinking, digital innovation, visual presentation, 3D printing, responsible uses of artificial intelligence and communicating ideas to professional audiences.

麻豆直播 Vice-Chancellor Professor Harlene Hayne attended the final showcase, where she met with students and explored the projects developed throughout the challenge. She was impressed by the creativity, care and depth of thinking behind the proposals, as well as the students鈥� ability to respond thoughtfully to complex global issues.

麻豆直播 Deputy Vice Chancellor, Academic, Professor Mark Ogden emphasised the value of bringing students from different disciplines together to learn from one another.

鈥淓veryone across the University coming together to work in multidisciplinary teams is such a wonderful learning opportunity,鈥� Professor Ogden shared.

He connected the challenge to Curtin鈥檚 commitment to making tomorrow better by helping students develop the relationships, resilience and open mindedness needed to respond to complex global issues.

Professor Ogden also acknowledged the industry and community partners who contributed their professional and personal experience throughout the program.

鈥淭hese partnerships play an essential role in equipping our students with the tools for life beyond university and the challenges they will inevitably face,鈥� he noted.

Preparing students for the unknown

Pro Vice Chancellor of Humanities Professor Richard Blythe described the challenge as a different approach to education, one that prepared students to respond to problems without simple or predetermined answers.

Rather than learning only within their individual disciplines, students were required to combine their knowledge with the perspectives and skills of others.

This ability to work collectively was central to responding to uncertain and rapidly changing global challenges.

鈥淵ou have been learning how to learn from each other,鈥� Professor Blythe told students.

鈥淵ou have been involved in the very difficult task of building things and trying to imagine, visualise and explain to each other what a better future might look like.鈥�

He encouraged students to move beyond what was already known, drawing on their technical knowledge, creativity and collective experience to imagine new possibilities.

A student perspective

Civil engineering and finance student Angel Moyo initially enrolled in the intensive unit to gain 25 credit points and reduce her workload during the semester.

By the end of the week, however, the experience had given her far more than she expected.

鈥淢y thinking has been challenged. I鈥檝e learned to adopt new perspectives and to view problems through a different lens,鈥� Angel reflected.

She spoke about the complexity and fragility of the systems that hold societies together, as well as the impact individual and collective decisions can have on communities.

The experience also strengthened her ability to collaborate, manage disagreements and work with people from different backgrounds and disciplines.

鈥淭hese are skills I unfortunately never learned in my concrete or steel design units, but skills that I will carry through my degree, my career and probably the rest of my life,鈥� she shared.

For Angel, one of the most important lessons was recognising that learning extended far beyond the classroom.

鈥淪ome of the most important lessons come from the people we meet, the experiences we share and the world beyond our own,鈥� she concluded.

鈥淲e are forever learning, and that is a privilege.鈥�

Building a better future together

The Global Futures Challenge: After War gave students the opportunity to move beyond theory and apply their knowledge to some of the most difficult questions facing communities around the world.

While no single project could resolve the complexity of post conflict reconstruction, the challenge demonstrated what can happen when students are given the space to listen, collaborate and think boldly.

Through their 25 projects, students considered not only how communities might rebuild, but how they might create societies that are more resilient, inclusive and peaceful. The challenge reinforced that rebuilding after war is not simply about returning to what existed before. It is about imagining what could come next.

Event Gallery

Now in its third year, the exhibition has become an important space for truth-telling, reflection and dialogue, celebrating Aboriginal and Torres Strait Islander voices, histories and knowledges across the university community.

This year鈥檚 winning artwork, Connecting on Country, was created by T-Keia Dearden, a Whadjuk woman and second year Bachelor of Education student.

Inspired by the connections formed through studying at Curtin, the artwork reflects the many paths, stories and relationships that shape the university experience. It speaks to the friendships, mentorship, collaboration and moments of yarning that allow students to learn from one another and grow together.

Ms Dearden said the work was centred on the connections people form with one another at Curtin.

鈥淲e all come from many different paths and stages in life, and we all have our own stories to share,鈥� Ms Dearden said.

鈥淚t is through studying at Curtin that we learn from one another through yarning, collaboration, mentorship, and the friendships we build along the way.

鈥淭his piece represents the meaning that, despite our differences, we grow alongside each other, and we all leave lasting impressions that will stay with each of us for a lifetime.鈥�

In addition to a monetary prize, Ms Dearden鈥檚 artwork will be recognised, exhibited and permanently displayed on campus, embedding student storytelling into the heart of Curtin life and creating a lasting legacy for future students, staff and visitors.

For the first time, a People鈥檚 Choice winner was also announced, with Ms Dearden鈥檚 Connecting on Country and student Vanessa Burns鈥� Wagyl artwork receiving equal recognition.

Curtin鈥檚 Faculty of Humanities Indigenous Futures Dean, Associate Professor Mandy Downing said the exhibition honours Aboriginal artwork and affirms Indigenous sovereignty, while creating space for stories, perspectives and lived experiences to be expressed through creativity and culture.

More than a display of art, the exhibition reflects Curtin鈥檚 ongoing commitment to creating culturally welcoming and inclusive spaces where Aboriginal and Torres Strait Islander peoples, cultures and knowledges are respected, celebrated and woven throughout the university community.

For Associate Professor Downing, the artworks represent not only artistic skill, but identity, resilience, culture and the enduring power of storytelling.

ReconciliAction, she said, asks the Curtin community to move beyond words towards meaningful change.

鈥淚t is about creating culturally welcoming and inclusive spaces where Aboriginal and Torres Strait Islander peoples, cultures, and knowledges are respected, celebrated, and woven throughout our university community,鈥� Associate Professor Downing said.

鈥淭ogether, we are building spaces that foster belonging, celebrate cultural pride, and embody genuine ReconciliAction.鈥�

The exhibition also contributes to the ongoing work of Indigenising settler colonial spaces across the university. By proudly foregrounding Indigenous artworks by Curtin students, ReconciliAction helps ensure Aboriginal and Torres Strait Islander cultures, histories and perspectives are visible, valued and celebrated across campus.

Curtin Faculty of Humanities Pro Vice-Chancellor Professor Richard Blythe said the exhibition represented something much larger than an annual showcase of creative work.

鈥淚t reflects the kind of university community we aspire to be,鈥� Professor Blythe said.

鈥淥ne that values truth telling, embraces diverse perspectives, and understands the important role education plays in shaping a more inclusive and respectful future.鈥�

Professor Blythe said the exhibition continued to grow not only in scale, but in significance, creating space for stories that challenge, inspire and deepen understanding of Aboriginal and Torres Strait Islander cultures, histories and lived experiences.

Through art, the Curtin community is invited to reflect on reconciliation as an ongoing responsibility, embedded in the everyday life of the institution.

鈥淚nitiatives such as ReconciliAction contribute meaningfully to that vision by helping to Indigenise our spaces and ensuring Indigenous knowledges and perspectives are visible across our campuses and communities,鈥� Professor Blythe said.

As the exhibition continues to grow, its presence serves as a reminder of the power of art to create dialogue, deepen understanding and make reconciliAction visible across Curtin鈥檚 campuses and communities. The 2026 Indigenous Futures ReconciliAction Exhibition is located in the Collaboration Hub, Level 1, Building 418, 麻豆直播, Bentley. The exhibition is open to the public until 3 July 2026.

The challenge invites 麻豆直播 students from across disciplines to tackle one of the world鈥檚 most pressing questions: what happens after conflict, and how do communities rebuild?

Bringing together students from Engineering, Architecture, International Relations, Project Management, Urban Design and more, the intensive program asks participants to think beyond infrastructure and consider the social, cultural, political and emotional realities of rebuilding futures after war.

Led by Professor Farida Fozdar, Dean of Global Futures, last year鈥檚 challenge saw students develop thoughtful and innovative responses to post conflict scenarios. Teams proposed affordable housing systems, portable educational technology, water purification solutions, political reform initiatives, community healing spaces and approaches to strengthening ethical journalism.

For many students, the experience shifted the way they saw both the world and their future careers.

鈥淚t was a powerful eye opener for both myself and my team,鈥� shared one participant. 鈥淲e had to think not just about physical structures, but about the emotional, political and cultural structures that must be rebuilt too.鈥�

Another student reflected on the impact of the program saying, 鈥淚 hadn鈥檛 been exposed to many of the ideas in the unit before and it really changed the way I think. I can see how I can use these ideas and the experience of working with others to build solutions in my future career.鈥�

Supported by academics and practitioners with experience working alongside the UN, private resource companies and peacekeeping organisations, students were challenged to think critically, collaborate across disciplines and develop responses grounded in both empathy and practicality.

Professor Farida Fozdar said the challenge gives students the opportunity to respond to global issues in meaningful and hopeful ways.

鈥淵oung people can feel overwhelmed by what鈥檚 happening in the world. This challenge gives students the opportunity to think about feasible solutions and imagine what rebuilding society can look like through community, sustainability, healing and inclusion.鈥�

With participation numbers more than doubling this year, the 2026 Global Futures Challenge: After War continues to grow as a space for students to think deeply, work collaboratively and contribute ideas that could shape a better future.

Watch the highlights from last year鈥檚 challenge below

The Global cultures: K-Pop Challenge, coordinated by Dr Eldin Milak and supported by Curtin’s Korea Research and Engagement Centre, explored the global phenomenon of K-pop as a platform for both entertainment and social change. Students were tasked with creating an AI-generated K-pop group built around a specific social mission of their choosing, with groups choosing issues such as mental health awareness or climate action. The challenge integrated cultural learning and creative production, with students developing group identities, lyrics, visuals, and messaging aligned to their chosen cause. Participants also engaged in introductory Korean language and writing, and collaborated to learn a K-pop dance, highlighting the connections between culture, creativity, technology, and global influence.

The After War: Rebuilding together Challenge invited students to imagine how societies rebuild following conflict. 鈥淲e tried to value-add to what students are learning as part of the high school curriculum, for example in Humanities and Social Sciences subjects such as economics, geography, history and so on. The curriculum tends to focus on significant wars themselves, such as WWI and WWII, so we asked students to consider what happens when the conflict ends and rebuilding starts. They loved this shift of focus鈥�, said Professor Farida Fozdar, Dean, Global Futures.

Guided by sociologists, geographers, and international relations experts, and mentored by Curtin students, the high school students considered immediate needs and resourcing post-war, modelled critical infrastructure using Lego, mapped a post-conflict city, including rethinking physical infrastructure, recreational space and transport systems, agonised over setting priorities for recovery (with a limited budget should healthcare be prioritised over education or roads for example) and wrote a constitution. The challenge culminated in the design of a Festival of Hope, symbolising social healing and future possibilities.

The two challenges emphasised active learning and student agency, encouraging young people to draw on their own perspectives while developing skills in teamwork, communication, critical thinking, and ethical decision-making. Through challenge-based learning, students moved beyond classroom theory to test ideas, respond to constraints, and propose creative, evidence-based solutions.

By the end of the intensives, students had not only deepened their understanding of global issues, but gained confidence in their capacity to contribute creatively and thoughtfully to future solutions. The Global Futures High School Challenges reflect Curtin鈥檚 ongoing commitment to supporting the next generation of changemakers through inclusive, innovative, and transformative educational experiences.

Led by Associate Professor Mandy Downing, Dean of Indigenous Futures, the program invites High School students to explore their strengths, expand their aspirations and deepen their connection to learning through hands-on workshops and collaboration.

Throughout the week, students engaged with Curtin academics, community, industry mentors and creative practitioners across a series of practical, immersive sessions. These workshops introduced participants to diverse areas within the creative industries, showcasing future study pathways and the many career possibilities available to them. Participating students had the opportunity to explore 麻豆直播 Bentley Campus, getting a feel for university life and recognising that they are worthy and capable of studying in higher education.

A central feature of the Challenge is its emphasis on collaboration. Students worked alongside peers from different schools, building meaningful connections and drawing inspiration from one another in a supportive, culturally grounded environment. The program encourages confidence, curiosity and self-belief, encouraging participants to see themselves as future leaders, creators and innovators.

The Faculty of Humanities is proud to host this important annual initiative, which continues to strengthen relationships between schools, communities and 麻豆直播 while nurturing the next generation of Indigenous talent.

Watch the Highlights Here

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For more information on Indigenous Futures Challenges please contact Humanities-Futures@curtin.edu.au

The Academy brings together more than 700 of Australia鈥檚 leading researchers across the social sciences, with an ASSA Fellowship acknowledging a sustained and internationally distinguished contribution and representing one of the nation鈥檚 highest honours in the field.

Professor Fozdar, whose work explores migration, identity, nationalism and belonging, said she was humbled by the recognition.

鈥淏eing a female academic who came to academia after a decade spent mothering, I have my fair share of imposter syndrome,鈥� Professor Fozdar said.

鈥淭he Fellowship is an acknowledgement of the years of juggling and of the support of family and colleagues along the way.

鈥淚鈥檓 honoured and humbled to be in such illustrious company.鈥�

As a child of migrants, Professor Fozdar said her early experiences inspired her focus on social justice and inclusion.

鈥淚 wanted to understand how power and inequality work 鈥� and how we can make small, meaningful changes with communities and policymakers to improve people鈥檚 lives,鈥� she said.

鈥淪ociology gave me the tools to do that.鈥�

Professor Fozdar鈥檚 research has shaped national conversations on migration, race relations and belonging.

Among her most notable work are studies on migrant settlement, social inclusion and Australian and global citizenship, plus widely cited research which found a link between people displaying Australian flags on their cars for Australia Day and exclusionary nationalism.

In her current role as Dean, Global Futures, in Curtin鈥檚 Faculty of Humanities, Professor Fozdar leads innovative teaching opportunities on global challenges and mentors emerging researchers, while undertaking projects such as studies of African Australians鈥� contributions to Australia鈥檚 political and economic spheres and the impacts of policy on Muslim Australians.

麻豆直播 Vice-Chancellor Professor Harlene Hayne congratulated Professor Fozdar on the prestigious honour.

鈥淧rofessor Fozdar exemplifies Curtin鈥檚 commitment to research that challenges inequality and builds a more inclusive world,鈥� Professor Hayne said.

鈥淗er election to the Academy recognises her leadership in sociology and her impact on communities here in Australia and beyond.

鈥淲e are immensely proud of this achievement.鈥�

Professor Fozdar will be formally recognised at the Academy鈥檚 2025 New Fellows Presentations and ASSA Gala Dinner in Sydney next month.

Immersive Learning Across Dubai and Abu Dhabi

From the very first day, students were encouraged to think critically and creatively about people, place and sustainability on a global scale. Their learning extended far beyond the studio, with field visits and cultural experiences that shaped their understanding of the region鈥檚 social, environmental and historical landscape.

Students explored key cultural and environmental sites including:

• Dubai Design District (d3)
• Sheikh Zayed Grand Mosque
• Louvre Abu Dhabi
• Burj Khalifa
• Dubai Creek and historic precincts

These experiences enabled students to draw inspiration from diverse cultural narratives, architectural innovation, and the environmental challenges and opportunities unique to the region. These experiences enabled students to draw inspiration from diverse cultural narratives, architectural innovation, and the environmental challenges and opportunities unique to the region.

Through guided tours, site analysis, and multimedia documentation, students connected ideas, captured insights and expanded their perspective on sustainability in rapidly evolving global contexts.

Collaboration With Expert Partners

A core component of the Challenge involved spending time with industry and community partners who provided firsthand insight into ecological systems, sustainable development and social innovation across the UAE. Students participated in open discussions and guided environmental tours, building a stronger understanding of regional sustainability priorities and their implications for design and policy.

This direct engagement gave students both the knowledge and inspiration needed to develop informed, meaningful and future-focused responses to the Challenge brief.

Bringing It All Together: Final Studio Day & Pitch Night

After six days of cultural immersion, research, prototyping and reflection, students entered their final studio session, a day dedicated to refining, validating and elevating their design solutions.

Teams worked collaboratively to:

• Critically review their concepts against stakeholder needs
• Strengthen logic, structure and storytelling
• Validate facts, data and research
• Integrate cultural and environmental insights
• Finalise their visual and multimedia outputs

Working lunches, peer-to-peer critique sessions and last-round revisions filled the day as teams prepared for their final showcase. That evening, students took the stage for Pitch Night, presenting their completed concepts to peers, facilitators, and invited industry guests. Each presentation demonstrated not only creative thinking but also a deep appreciation for sustainability, cultural context and design rigour. Their work reflected courage, curiosity and a strong commitment to shaping more sustainable futures.

Leadership and Support

Beginning on 6 November 2025, the Challenge was led by an experienced team from Curtin Bentley鈥檚 Faculty of Humanities including Professor Josh Byrne, Professor Francesco Mancini, Melissa Greenberg, Stephanie Lee, Bayley Simonds and Arlen Brower (Science and Engineering), as well as academics from Curtin Dubai, including Ajita Nayar, Professor Pon Selvan and Professor Anitha Menon.  

Their guidance ensured that students were supported at every stage, from initial ideation through to final delivery.

Looking Ahead

The Global Sustainability Challenge continues to demonstrate the power of global collaboration, experiential learning and interdisciplinary thinking. We are incredibly proud of our students for their energy, resilience and creativity throughout this year鈥檚 Challenge.

Watch the Highlights Here

Watch the Student Highlights Here

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For more information on our upcoming Sustainability Challenges please contact Humanities-Futures@curtin.edu.au

Sophie鈥檚 PhD was supervised by Associate Professor Michelle Johnston, John Curtin Distinguished Professor Kim Scott, and Professor Huia Jahnker from Massey University (New Zealand). Her doctoral work reflects the depth and strength of Indigenous-led research emerging through MCASI, and her presentation at WIPCE highlighted the cultural integrity, academic rigour, and relevance of her study.

Supporting Sophie at the conference were:
鈥� Professor Cheryl Kickett-Tucker (School of Education), who has mentored her throughout the project
鈥� Associate Professor Michelle Johnston (MCASI)
鈥� Brendon DeGois (Centre for Aboriginal Studies)
鈥� Associate Professor Mandy Downing, Dean, Indigenous Futures

Sophie鈥檚 achievement demonstrates 麻豆直播鈥檚 commitment to elevating Indigenous scholarship, strengthening research capacity, and celebrating the leadership of emerging Indigenous researchers on a global stage.

Held from 13 – 30 October 2025 in Fremantle WA and 麻豆直播 Bentley Campus, the challenge brought together students from , 麻豆直播 Academics, Fremantle community champions, and the City of Fremantle to tackle a live community sustainability brief; William Street 鈥楻eimagined鈥�. 

Participants worked collaboratively to explore innovative ways to enhance sustainability, livability, and community connection through urban greening within the heart of Fremantle. The challenge provided students with hands-on experience in community-led urban design, sustainability innovation, and collaborative problem-solving, bridging academic learning with real-world application. 

鈥淭hrough masterclasses with Curtin academics and mentorship from industry leaders, our students have gained practical skills, fresh perspectives and a glimpse into future pathways in sustainability.鈥� 鈥� The Studio School Fremantle 

The 2025 challenge once again demonstrated the value of connecting education, industry, local government, and community to drive positive change and reaffirmed the vital role of young changemakers in shaping a sustainable future. 

Watch the Highlights Here

Contact Humanities-Futures@curtin.edu.au for more information on our challenges.

The Game Makers @ Curtin is an exciting, hands-on, family-focused event designed to spark creativity, collaboration, and curiosity in the next generation of digital storytellers and designers.

Over two dynamic days, parent-child teams (one child aged 11鈥�15 and one parent or guardian) will explore the art and science of game creation through a series of immersive workshops, creative challenges, and collaborative design sessions.

Presented by Dean Learning Futures, Jonathan Pillai, Participants engage with game creation tools like Scratch, Twine, and Construct, learn coding basics, and collaborate on prototyping and peer feedback, blending creative learning with insights into digital creativity and career pathways.

Program Overview

The event features two themed days Game Design and Building & Prototyping, introducing participants to both the creative and technical sides of game development:

• Day 1: Game Design Foundations
  • Interactive talks from industry speakers and Curtin experts on game mechanics, narrative design, and the developmental benefits of play.
  • Guided brainstorming and storyboarding sessions to help participants craft compelling worlds and characters.
  • Exploration of how games can be used as powerful tools for storytelling, education, and positive change.
• Day 2: Building & Prototyping
  • Hands-on creation using beginner-friendly tools like Scratch, Twine, and Construct.
  • Introduction to basic coding, digital design, and user experience principles.
  • Collaborative peer feedback and mini-showcase where teams share their playable prototypes.

Learning Outcomes

Participants will:

• Gain an understanding of core game design principles, from concept to prototype.
• Develop skills in creative problem-solving, storytelling, coding, and digital literacy.
• Discover how gaming intersects with careers in digital media, design, software development, and creative industries.
• Strengthen communication and teamwork through the unique parent-child collaboration model.

The Game Makers @Curtin reflects 麻豆直播鈥檚 commitment to fostering future-focused, interdisciplinary learning experiences. It empowers young learners to see themselves not just as players, but as creators and innovators shaping the digital worlds of tomorrow.

By blending play, creativity, and education, the event provides families with a meaningful opportunity to engage in digital creation together, while offering a glimpse into pathways within Curtin鈥檚 Humanities and Digital Futures programs.

To find out more about our Faculty of Humanities Outreach challenges contact:

humanities-futures@curtin.edu.au