The framing of digital technologies in the Australian Curriculum: Science

The ongoing decline in student engagement in middle-years science education highlights the need for pedagogical interventions that address the unique needs of adolescent learners. Digital technologies offer potential opportunities to enhance student engagement and learning outcomes, but effective integration depends on how they are framed within the curriculum. This study analyses how digital technologies are positioned in Versions 8.4 and 9.0 of the Australian Curriculum: Science through a content analysis of Years 7–10 documents. The analysis examines the frequency, variety, and placement of digital technology references, revealing an increase in Version 9.0 but persistent gaps in compulsory elements such as content descriptions and achievement standards which may influence adoption. These omissions place reliance on teachers’ digital literacy and pedagogical expertise to leverage technology effectively and may result in inequitable access to digitally enhanced science curricula. The findings provide a systematic account of the intended curriculum’s approach to digital technologies and offer insights for curriculum developers seeking to better support equitable and meaningful technology integration.