The hidden gem within Australia’s education curriculum
Capabilities such as critical and creative thinking, digital literacy, ethical understanding, and personal and social capability are central to an individual’s education in a GenAI driven world, writes BDO’s Centre for Education.
Generative Artificial Intelligence (GenAI) and social media have fundamentally reshaped how information is produced, shared, and consumed. Improved and appropriate use of the general capabilities of the Australian Curriculum are crucial in addressing this change.
There are seven general capabilities in the Australian Curriculum:
- Literacy
- Numeracy
- ICT capability
- Critical and creative thinking
- Personal and social capability
- Ethical understanding
- Intercultural understanding
They are designed to equip students with the knowledge, behaviours and dispositions needed to thrive in education, work, and society. They are not taught as separate subjects but are intended to be addressed through the content of the learning areas (ACARA).
Capabilities such as critical and creative thinking, digital literacy, ethical understanding, and personal and social capability are central to an individual’s education in a GenAI driven world.
These general capabilities help students:
- Evaluate sources of information
- Recognise bias and persuasion
- Understand differing perspectives
- Engage in respectful dialogue
- Make ethical decisions
- Act with empathy and responsibility
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However, the general capabilities are not consistently prioritised in schools (Skourdoumbis, 2018). There is a greater emphasis on teaching the eight learning areas of the Australian Curriculum (subjects such as English, Mathematics, Science, etc.) which are more content focused. The influence of national testing has meant that literacy and numeracy receive more attention than the other capabilities.
We believe there needs to be a significantly greater emphasis on all general capabilities. To enable this greater emphasis teachers must receive appropriate professional development in how to teach, integrate, and assess the general capabilities.
The role of the general capabilities in promoting a thriving Australian society
It can be argued that the general capabilities assist in the development of the foundational pillars of a civil society and are key to social cohesion and democracy at large. Misinformation (false information) and disinformation (deliberately false information) now spread rapidly through algorithm-driven platforms and one of the dangers of GenAI is that it can create convincing false content at scale.
Social cohesion is developed as a society works towards the wellbeing of all its members, fights exclusion and marginalisation, creates a sense of belonging, promotes trust, and offers its members the opportunity of upward social mobility (OECD, 2011).
The Australian Curriculum primarily addresses social cohesion through civics education. Civics education is defined as the study of democratic institutions, the rule of law, rights and responsibilities, and the skills needed for active participation in society. We believe the general capabilities have a crucial role in developing the ‘skills needed for active participation in society.’
Civics education has traditionally focused on the structure of government and democratic processes. While this content knowledge remains essential, it is no longer sufficient in our social media era. Young people must now develop the skills to navigate a complex digital environment, evaluate information critically, and participate responsibly online.
In 2023, the Australian Government conducted a Parliamentary Inquiry into Civics Education, Engagement and Participation in response to concerns about declining trust in institutions, low civics knowledge, and the growing influence of misinformation on democratic participation. At present, there is no official government response to the inquiry. A disturbing finding of the inquiry was that the quality of civics education varies significantly between states, territories, and individual schools, meaning not all students receive the necessary information to be informed and engaged citizens. The inquiry found a need for a standardised approach to civics and citizenship education to ensure consistency and quality across Australia.
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The challenges posed by misinformation extend beyond individuals to the health of society. When citizens cannot distinguish fact from falsehood, trust in institutions weakens, polarisation increases, and constructive public debate becomes more difficult. This threatens social cohesion and the ability to maintain a pluralist democracy.
Civics education must therefore go beyond teaching how government works. It must explicitly develop the general capabilities that enable students to engage thoughtfully with others, navigate differences, and contribute to a respectful, cohesive society. Ensuring a strong emphasis on the general capabilities in civics education will ensure that young Australians are not only informed voters, but also responsible community members capable of constructive dialogue.
GenAI in civics education – Two sides to the coin
GenAI poses both significant risks and opportunities. On one hand, GenAI-generated misinformation can erode democratic participation. On the other, GenAI-enabled learning tools can make education more engaging, accessible, and experiential. Simulations, personalised learning platforms, and interactive scenarios can help students understand democratic processes, practise decision-making, and experience civic participation in meaningful ways.
GenAI can also support the development of the general capabilities by creating opportunities for critical thinking, ethical reasoning, and intercultural understanding. For example, GenAI can generate scenarios that require negotiation, empathy, and cross-cultural dialogue. These skills are essential for a thriving economy and civic harmony.
However, these tools must be used carefully. GenAI must be designed to avoid bias, protect privacy, and maintain neutrality. It should support, not replace, teacher-led dialogue and ethical reasoning. Equity must be prioritised to prevent digital divides, ensuring that all students, regardless of location or resources, benefit from these innovations.
With thoughtful policy and design, GenAI can strengthen both the development of the general capabilities and civics education, helping to build a more informed, resilient, and cohesive society.
To prepare young Australians for success in all aspects of their personal, professional, and social lives in a rapidly changing world, the general capabilities must be treated as essential and critical, not optional.
Policy recommendations
| Recommendation | Comments |
|---|---|
| Implement a nationally consistent approach to the teaching of civics | Agree on a nationally consistent approach (e.g. minimum hours and core content) to ensure all Australian students receive high-quality civics education. |
| Elevate all general capabilities to the same status | Assess and report on all general capabilities, not just literacy and numeracy. Use a sampling approach to lessen the burden on teachers and students, reduce costs, and reduce pressure on teachers and students. |
| Provide professional learning for teachers on how teach, integrate, and assess the general capabilities | Develop teachers’ capabilities in how to implement and assess the general capabilities. Adopt models such as the University of Melbourne’s New Basics to ensure equal weighting across capabilities. |
| Strengthen digital and media literacy | Embed digital and media literacy as core elements of civics education. Provide targeted teacher training and resources to help students critically evaluate information and participate constructively online. |
| Promote civil discourse and social cohesion | Position civics education as a key strategy for social cohesion by embedding ethical, intercultural, and personal and social capabilities across the curriculum, and include civic and social cohesion outcomes in national education performance reporting. |
| Harness the potential of GenAI in schools | Empower teachers and students in the ethical use of GenAI through professional learning and resources, ensuring it supports capability development while safeguarding equity, neutrality, and inclusion. |
The views and opinions expressed in this publication are of the BDO Centre for Education, and do not necessarily reflect the official position of BDO or individual members of the BDO Centre for Education.
About the BDO Centre for Education
The BDO Centre for Education (the Centre) is dedicated to advancing education in Australia by fostering collaboration among experts, stakeholders, and sectors within the field. The Centre’s mission is to promote excellence and equity, enabling all Australians to become confident and creative individuals, successful learners, and active and informed community members. Through critical analysis, evidence-based solutions, and informed advocacy, we strive to address the challenges facing education in the 2020s as outlined in the Alice Springs (Mparntwe) Education Declaration (2019). Our commitment to knowledge dissemination, outreach and inclusivity drives us to shape public opinion and advocate for evidence-based education policies, creating a stronger, more inclusive educational landscape for future generations.
The committee comprises of ten members who have served in various roles as leaders, stewards, managers, or advisers a diverse range of settings across the education sector over many decades. These individuals remain active in the education sector.
