“Education and training becomes truly transformative when it cultivates not just skilled graduates, but compassionate, ethical and globally aware citizens.”
1. Could you share your academic and professional journey, and what inspired your transition into a leadership role as Academic Director at IHNA Australia?
My academic and professional journey has been guided by a deep curiosity about how education, technology and innovation intersect to drive meaningful social progress. With a PhD in Technology Management, Economics and Policy, my early academic work at Seoul National University explored how national innovation systems could foster equitable and sustainable growth, an experience that shaped my long-standing belief that education is one of the most powerful levers for societal transformation.
When I moved into the Australian tertiary education sector, I found a rich opportunity to translate those ideas into practice. Over the past decade, my roles have evolved across teaching, curriculum design, quality assurance and academic governance, each step deepening my understanding of how institutional processes can either enable or inhibit learner success.
The transition into the role of Academic Director at IHNA felt like a natural extension of that journey. Moreover, it was driven by a desire to bridge research, policy and practice to lead from a place where ideas about sustainability, equity and innovation could be implemented at scale. At IHNA, I have been privileged to guide academic strategy in ways that make learning more responsive, inclusive and future-focused, particularly in the healthcare and community care sectors. Through technology-enhanced learning (TEL) and work-integrated learning (WIL), we are shaping graduates who are not only technically competent but
also ethical, compassionate and globally aware professionals.
2. How have your experiences in higher education influenced your understanding of the connection between sustainability, learning, and global citizenship?
Working across diverse educational and cultural contexts has shown me that sustainability and global citizenship are fundamentally intertwined with the purpose of learning. Sustainability is not just an environmental goal; it is about cultivating the capacity to think critically, act ethically and contribute meaningfully to the collective good.
In higher education, this means preparing learners to understand their interdependence with others and the planet. It also requires institutions to design learning systems that are adaptable, equitable and future-oriented. My experience in both research and academic leadership has reinforced that sustainability must be embedded in our teaching philosophies, governance models and everyday practices. Global citizenship, then, becomes the lived expression of sustainable education, where learners see themselves as agents of change, not just recipients of knowledge.
3. Was there a defining moment or experience in your career that highlighted the importance of embedding sustainability within tertiary education?
One of the defining moments in my career unfolded during my involvement in a cross-sectoral initiative on digital transformation in education. What began as a project about digital transformation quickly became an eye-opener about deeper systemic inequities: the gaps in access, opportunity and digital literacy that persist across different learner groups. I realised that sustainability in education is not just about managing resources or adopting green practices; it is equally about fostering equity, inclusion and long-term resilience within our learning systems.
This experience reshaped my perspective on what it truly means for an institution to be ‘future-ready’. It must empower all learners, regardless of background, to participate meaningfully in a rapidly changing world. At IHNA, this belief translates into a strong focus on supporting students from First Nations communities and those from culturally and linguistically diverse backgrounds. Embedding sustainability, for me, means weaving these principles into every layer of our work, from institutional strategy and curriculum design to building the capability and awareness of our staff. It is a continual journey of learning, reflection, and action toward creating education systems that are not only sustainable but also just and inclusive.
4. In your view, what is the role of an academic leader in promoting educational models that cultivate responsible and ethical global citizens?
As Academic Director, I see my role as both strategic and human- centred to create an ecosystem where learners can develop critical awareness, social empathy and global responsibility. This involves ensuring that our programs integrate sustainability principles, ethical decision-making and real-world problem solving.
I believe global citizenship begins with the ability to see beyond one’s immediate environment to appreciate cultural diversity and sensitivity, understand global interconnections and act with a sense of shared responsibility. At IHNA, we nurture this through simulation-based learning, reflective practice, work-integrated learning and interprofessional collaboration. My role is to ensure these values are not peripheral but integral
to our academic design and delivery so that every graduate
leaves not only skilled but socially conscious.
5. What aspects of working with diverse teams and disciplines do you find most rewarding in fostering a sustainable and globally conscious academic culture?
What I find most fulfilling is the collective creativity and insight that emerge when diverse minds work towards a shared purpose. Diversity in disciplines, cultures, and perspectives enriches our conversations and broadens our sense of possibility. It challenges us to think differently, to question assumptions, and to design learning experiences that reflect the complexity of the real world.
At IHNA, our teams bring together a rich diversity of backgrounds and expertise. Collaborating within such a dynamic environment has reaffirmed my belief that sustainability is a co-created journey that flourishes when people feel heard, valued and empowered to contribute their unique strengths. Witnessing that sense of shared ownership take root among staff, students and other stakeholders has been one of the most fulfilling aspects of my role.
6. From your perspective, what does “reimagining learning for global citizenship” mean in the context of contemporary tertiary education?
Reimagining learning for global citizenship means moving beyond traditional content delivery towards transformative education, where learners are active participants in shaping a more equitable and sustainable world. It is about creating learning environments that cultivate empathy, critical inquiry and a sense of purpose.
In today’s context, this reimagining also requires integrating digital skills, intercultural competence and reflective practice into every course and learning experience. It is not only about what students learn but how they learn through collaboration, dialogue and connection to global challenges. For tertiary institutions, it calls for courage to redesign systems and curricula in ways that value social impact as much as academic achievement.
7. Could you share an example of how IHNA has integrated sustainability or global citizenship principles into its academic programs, curriculum, or institutional strategy?
A recent example is IHNA’s Innovate Reconciliation Action Plan, endorsed by Reconciliation Australia in 2025. This milestone reflects our institutional commitment to self-determination, inclusion and cultural respect. We have established the Aboriginal and Torres Strait Islander Education and Support Committee as a standing body to embed cultural perspectives and community engagement in all facets of our education and training.
Through initiatives such as NAIDOC Week celebrations, National Reconciliation Week and regular community engagement activities, we are not only raising awareness but building authentic partnerships with First Nations communities. These initiatives remind us that sustainability begins with relationships: with people, with culture and with place. Embedding these values in our programs ensures that our graduates carry forward a sense of cultural respect and responsibility in their professional practice. Additionally, our blended learning models also reflect environmental sustainability by reducing travel and resource use while maintaining educational quality.
8. How can tertiary institutions effectively balance their pursuit of academic excellence with their responsibility to address pressing global challenges such as climate change, inequality, and health equity?
This reminds me of our values—innovation, caring and excellence underpinned by honesty, openness and trust (ICE-HOT). Balancing academic excellence with social responsibility requires a broader understanding of what ‘excellence’ truly means. In health and community education, excellence is not only about high academic standards but also about cultivating empathy, equity and purpose. At IHNA, we view education and training as a means to advance health equity, ensuring that our graduates are not only clinically competent but also socially conscious and culturally responsive.
This perspective informs how we design our curriculum, assessments and learning experiences across nursing, healthcare and community services. For instance, discussions around sustainability extend beyond environmental stewardship to include social and health justice, exploring how systemic inequities affect access to care and wellbeing. We encourage students to see themselves as future nurses, health care and community care workers who have both the knowledge and the moral responsibility to contribute to healthier, more equitable communities.
By integrating these dimensions into our programs and professional development initiatives, IHNA aims to model a form of academic excellence that is compassionate, inclusive and deeply connected to the global goal of sustainable health for all.
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9. What challenges have you faced in implementing sustainability-driven reforms in tertiary education, and how have you navigated these challenges?
One of the main challenges has been shifting mindsets, helping people see sustainability not as an external agenda but as an integral part of quality education. Resistance often stems from uncertainty or competing priorities, especially in resource- constrained environments.
I have found that the key is building shared understanding, accountability and ownership. By linking sustainability goals to existing quality frameworks, compliance standards and student outcomes, it becomes easier to demonstrate that sustainable practice enhances institutional performance. Change takes time, but through open communication, evidence-based practice and collaboration, it is possible to move from awareness to genuine cultural transformation.
10. How can interdisciplinary learning and collaboration empower students to think critically and act responsibly as engaged global citizens?
Interdisciplinary learning allows students to see connections between systems, for instance, health, environment, economy, and society, and to understand how decisions in one area affect outcomes in another. It nurtures holistic thinking and problem- solving skills that are essential for addressing complex global challenges.
When students work collaboratively across disciplines, they learn to navigate different perspectives, communicate effectively, work with diverse people and approach problems with creativity and empathy, to name a few. At IHNA, we integrate such collaboration through case-based learning, simulation and projects that reflect real-world complexity. This approach helps students see themselves not only as professionals in their field but as contributors to a larger, interconnected world.
11. Have you noticed any shifts in student attitudes or behaviours toward sustainability and global responsibility as a result of curriculum or campus initiatives?
Yes, and it has been one of the most encouraging aspects of our work. Students today are far more conscious of global issues and eager to engage with them. Through initiatives like sustainability-themed projects, reflective assessments and community partnerships, we have seen a notable shift in how students articulate their professional purpose.
Many express a stronger sense of ethical responsibility, especially in fields like health and community services. They are asking deeper questions about equity, access and cultural safety. This shift tells us that when sustainability principles are embedded authentically into learning, they resonate, not as abstract ideas, but as values that shape how learners see themselves and their role in society.
12. Finally, what message would you like to share with fellow academic leaders and educators about transforming tertiary education into a catalyst for sustainable and ethical global citizenship?
My message would be that sustainability and global citizenship are no longer optional. They are central to the mission of education in the 21st century. Academic leaders must see themselves as stewards of both knowledge and values, guiding institutions to serve a broader human and environmental purpose.
Transformation begins with intentionality: embedding sustainability in strategic planning, fostering partnerships beyond institutional boundaries and modelling the values we wish to see in our learners. The path forward is collaborative, reflective and deeply human. If we can design education and training that cultivates empathy, curiosity and responsibility, we can prepare graduates who not only adapt to the future but actively shape it for the better.