Abstract
Teaching in Higher Education involves interaction with various cultures of people as well as diverse learning styles due to technology and different demographics of learners and teachers. Overarching these is the superimposition brought about by the COVID-19 pandemic. The diversity of students and staff continues to increase due to globalisation and shifts in attitudes. For example, social attitudes have changed to the extent that sensitivities need to be applied in using analogies or real examples to explain theories. The teacher is also mindful that the graduates serve diverse, in-need, and in most cases marginalised communities. This Chapter focuses on teaching Medical Laboratory Sciences (MLS), which has a basic sciences foundation, technology, and clinical aspects. It discusses the importance of science, technology, engineering, and mathematics (STEM) subjects in an inclusive culturally and linguistically diverse (CALD) and sensitive environment. In doing so, it highlights the distribution and changing patterns of diseases and how teaching can be delivered in a CALD environment. Students’ experiences in MLS are also highlighted. This Chapter offers insights and recommendations on how Higher Education can work in unison with graduates for successful outcomes in the healthcare system.
| Original language | English |
|---|---|
| Title of host publication | The Layered Landscape of Higher Education |
| Subtitle of host publication | Capturing Curriculum, Diversity, and Cultures of Learning in Australia |
| Editors | Margaret Kumar, Supriya Pattanayak, Nish Belford |
| Publisher | Taylor & Francis |
| Chapter | 8 |
| Pages | 134-147 |
| Number of pages | 14 |
| Edition | 1st |
| ISBN (Electronic) | 9781032715544 |
| ISBN (Print) | 9781032713793 |
| Publication status | Published - 2025 |