Fee Free Uni Ready (FFUR) courses are grounded in equity, inclusion, and care. Guided by strengths-based, culturally responsive and place-based approaches, FFUR recognises the knowledge students already bring and responds to the communities it serves. By fostering brave, inclusive learning spaces and remaining responsive to local needs, FFUR pathways continue to widen participation in higher education and create lasting benefits for individuals, families and communities.
Enabling Principles for Equity and Inclusion
Approaches to FFUR offerings (from first engagement with communities, admissions, pedagogy, course content and assessment), must all be focused on clearly valuing the diversity and difference of all people across our communities (Hattam et al., 2024), particularly Indigenous perspectives, which are required within the teaching and curriculum of all FFUR pathway programs (Fredericks et al., 2026), to ensure best practice. As Fredericks et al. (2026) explain, “these pathways are central to preparing and transitioning Indigenous students into university … [and] improving the readiness of prospective Indigenous students” (p. 1).
Open-access provision for type 1 FFUR courses, (as explained in the Fee-Free Uni Ready Report on Policy settings), reduces barriers with no tests or selection requirements for entry. This is critical for reducing barriers to university access which have impacted students in previous educational settings.
FFUR offerings must also be continuously considered and evaluated to minimise any sociocultural biases and exclusions, which are often unintended and inadvertent, and come from culturally embedded and then individualised taken-for-granted assumptions and values. It is when judgements of others (how they present and behave) are not continuously reflected on as situationally constructed through each of our own circumstances and according to the structures and wider relationships which shape them, that educational opportunities become limited for people (Bennett & Burke, 2024).
Fudge et al. (2022) explain that acculturating to the higher education environment is itself a learning curve for students but is “even more so for students who have past negative and/or limited educational experience” (p.3). Thus, FFUR offerings must “explicitly unpack all of the expectations and cultural expectations of the higher education system… fostering [an] ‘ethos of care’ in order to enhance a student’s sense of belonging” (p.11).
As Bennett & Stone (2025, pp.175-176) write, inclusive FFUR provision requires:
A Clear Strengths-Based Approach which recognises the unique skills, perspectives, and assets that each student brings to higher education. Every person learns and has a right to learn. By valuing difference and focusing on individual strengths, we place students at the centre of the learning experience.
Inclusive Curriculum and Teaching Methods which simultaneously build students’ learning capabilities, excitement about learning, and navigational capacity for enabling next steps at university.
Appreciation for and Building on Students’ Existing Knowledge and Experiences involves applying concepts in ways that resonate with students’ lives and and makes the material relevant and engaging.
A Research and Evidence-Based Approach which is actively engaged with ongoing, sector-leading evidence-based research and data. This ensures that programs remain impactful and effective in a dynamic educational landscape.
Continuous Development, Evaluation and Quality Assurance enabling the pathways to remain responsive and engaging, which ensures both rigour and relevance for students.
Student Support and Empathy for all situations and backgrounds, with the recognition that disadvantage can persist even after students enter their degrees. Therefore, this support and empathy must be clearly conveyed to students, so that they feel connected to study and staff. Normalising support services for all students is important, so they feel comfortable with accessing them. Time flexibility, especially for assessments — such as providing structured alternative due dates — is shown to be highly valued by students. This includes flexible approaches to assessment focused on enabling optimal learning opportunities for all students’ needs.
Enabling Long-Term Commitment is a contextualised and ongoing commitment to an inclusive and equitable philosophy and function. It recognises that everyone benefits from inclusion and equity in higher education and appreciates that this extends beyond individual students. This enables the education to positively impact families, communities, economies and professions, over generations.
A note on Universal Design for Learning (UDL) and Equity
Universal Design for Learning (UDL) principles —recently embedded as an important component under disability support funding — are very important to integrate into practice. Unfortunately, UDL is sometimes presumed to be limited to students with disabilities rather than seen as important for all students. Similarly, if educators are only focusing on inclusive approaches for defined equity groups, there is a risk of exclusion of other students not perceived to benefit from inclusive education approaches. Best practice approaches clearly highlight and incorporate into UDL strategies strong equity principles to enable all students to thrive and achieve. The Inclusive Teaching Guide (2024) developed in partnership by University of Sydney, UNSW and University of Newcastle is a useful resource for refining inclusive teaching practices (using UDL principles) for diverse student cohorts.
A lot of our students have never been validated. They’ve often been excluded in a school situation or educational situation. So, it is really important to show that we value them and value their experience.
FFUR Provider
Try not to frame anything with a deficit perspective. It’s more about what each individual is bringing, they are not empty vessels to be filled.
FFUR Provider
Building Culturally Responsive, Brave and Inclusive Spaces
FFUR courses adopt inclusive approaches to teaching and learning. Fostering genuine, inclusive spaces are fundamental to FFUR courses as “inclusion carries extra importance in rendering learning environments accessible” (Stokes, 2024, p.676). Inclusive spaces produce safe teaching and learning spaces, which are particularly important for students who have had negative prior experiences with education (Hattam, et al., 2024), and students who do not see themselves represented strongly within the higher education space (Hockings, 2010, cited in Stokes, 2024).
Inclusive principles that underpin the teaching and learning in FFUR courses are predominantly designed to address barriers for engagement produced by students’ life circumstances, so that all may participate on equal grounds (Hattam, et al., 2024; Stokes, 2014). Academics in the FFUR space draw on student-centred pedagogies grounded in respect for individuals and for diversity (Cocks and Stokes, 2013, cited in Stokes, 2014). These pedagogies aim to “break down overly ‘vertical’ didactic pedagogies which homogenise students and staff and foster a deficit understanding of students as merely recipients of expert knowledge, information and skills” (Bennett et al, 2018, p.28). By being inclusive, rather than exclusive, teachers enact commitments to challenging elitism in higher education.
Fundamental to the production of inclusive spaces are brave spaces and cultural responsiveness. Brave spaces in higher education foster trust-filled, collaborative relationships between staff and students, especially those from non-traditional pathways. Brave spaces encourage open dialogue, discomfort, and reflection, allowing diverse aspirations to be shared and supported. This approach helps create a university environment that is inclusive, authentic, and responsive to all learners—not just those who fit conventional norms (O’Shea, 2018).
Case Study
Tracking student progression in undergraduate courses over the years led to FFUR unit development within University of Newcastle’s FFUR course. In response to increasing numbers of students progressing into Nursing and Education Undergraduate degrees, the FFUR team recognised the need for specific discipline preparatory units, to maximise student success. As a result, two new units were introduced into the FFUR offerings covering an introduction to Education and Human Bioscience for nursing.These units continue to attract large enrolments since their conception.
Cultural responsiveness is about creating a learning space that values the knowledge that students bring with them (Hall & Wilkes, 2015). Being culturally responsive involves drawing on multiple knowledge systems, particularly Indigenous knowledges, to help students from all cultures re-imagine and strengthen their own knowledge positions. It is within this culture of respect and diversity that students are better supported to continue their higher education journey feeling “safe and confident in their own intellectual and cultural knowledge” (Hall & Wilkes, 2015, p.121).
Building a culture of inclusivity aligns with the social justice aspect of widening participation (Hattam et al., 2024); “underpinning the concept of inclusive learning and teaching are values of equity and fairness” (Hockings, 2010, p.3). This is achieved through “care-full” (Motta & Bennett, 2018) and informed approaches to pedagogy that challenges homogenising practices and principles, that respects and showcases diverse ways of knowing and doing, and fosters collaborative, dialogical relationships between teachers and students.
A study by Stokes (2024) found that in the context of ‘Enabling’ courses, “Inclusive attitudes support access and dialogue, students are empowered and build knowledge through purposeful tasks, which support their transformation as university students, who embody positive learner identities and carry forward effective learning and self-management strategies for undergraduates and beyond” (p.677).
Pedagogies used in the FFUR space democratise and contextualise access to powerful forms of knowledge. Our research has identified that additional ways through which to achieve this aim include “attentiveness, creativity and criticality towards the conventional dynamics of pedagogical practice” (Bennett et al., 2018, p.28).
Guide to Creating Brave Learning Spaces
A brave learning space is a community where people can take risks, lean into discomfort, and engage with others respectfully and authentically. Brave learning is cultivated when participants listen actively, share openly, respect differences, and commit to growth. By taking risks, practicing compassion, and holding ourselves accountable, students and educators co-create a supportive environment where everyone can learn and belong.
The following principles provide guidance for fostering such a space:
Speak from Your Own Experience
Use “I” statements to ground your contributions in your own lived experience.
Honour that others’ experiences may not reflect your own.
Strive to Learn from Others
Seek to understand experiences beyond your own.
Ask permission before inquiring about others’ identities or stories (e.g., “Would you be willing to tell me more about…”).
Recognise and challenge your own assumptions, avoiding stereotypes and generalisations.
Own Your Intentions and Impacts
Use the space to recognise and investigate your privilege.
Take responsibility for how your words and actions may affect others, regardless of intent.
Reflect: How does your power show up? What is your relative power in this specific group/environment?
Remember that impact matters as much as intent.
Practice forgiveness and generosity — we are all learning together.
Respect Others’ Identities and Privacy
If you don’t know how someone identifies, ask respectfully (e.g., “How do you identify?”), rather than making assumptions.
Do not share another person’s private story outside the space without their explicit consent.
Be mindful not to “out” others (e.g., sexual orientation, political affiliation, gender identity).
Validate and Support Others
Listen actively and wholeheartedly.
Acknowledge others’ ideas, feelings, and experiences.
Avoid debating or attacking the validity of someone’s lived experience.
Address Conflicts Peacefully
Seek clarification before reacting (e.g., “What I heard you say is… Is that correct?”).
Support others who intervene when something is offensive or hurtful.
Request support when conflicts cannot be resolved within the group.
Share Space and Step Back
Be mindful of how much space you take up in conversations.
Share speaking time, inviting those who haven’t spoken.
Resist the urge to immediately fill silences; allow for reflection.
Take Risks and Embrace Discomfort
Push yourself to participate, even if imperfectly.
Recognise that learning may involve discomfort.
Work to identify and understand your privileges, and how they shape your role in the group.
Be Mindful of Language and Behaviour
Avoid assumptions about majority groups (e.g., heterosexuality, political affiliation, religion).
Be thoughtful with controversial, sensitive or emotive topics or humour, recognising cultural and personal boundaries.
Use language that is clear, respectful, and accessible. The Diversity Council of Australia outlines 5 steps to inclusive language.
Build Community with Care
Be considerate of others’ activities and mindful of noise in shared spaces.
Welcome others and contribute to a sense of belonging.
Respect confidentiality and privacy requests.
Help maintain the space by cleaning up, recycling, and returning borrowed items.
Allow for Emotions
All emotions are welcome.
Remember that your emotional expressions may affect others based on their lived experiences.
Intend to Act on Learning
Leave with a commitment to apply what you’ve learned.
Use insights gained in the space to inform actions beyond it.
(Pillar Nonprofit Network, n.d.; Office of the NSW Anti-slavery Commissioner, 2024; University of California San Diego, n.d.).
Guide to Creating Culturally Responsive Spaces
Core Principles
Reflexive practice: Educators should engage in continuous self-reflection—using tools such as culturally responsive checklists, bias audits, and reflective journals—to interrogate their own assumptions, values, and worldviews.
Curriculum integration: Learning materials should meaningfully embed Aboriginal and Torres Strait Islander pedagogies, such as the 8 Ways of knowing, being, and doing, the both-ways philosophy (Ober, 2009) and path+ways approach (Cajete, 1994; Fredericks et al., 2015), alongside diverse cultural perspectives across disciplinary contexts (e.g., history, science, law, health and sociology).
Strengths-based orientation: Teaching should foreground and celebrate the diverse strengths students bring, including multilingual abilities, cultural knowledge, and community-based expertise, and incorporate these into assessment and classroom discussions.
Commitment to Cultural Responsiveness
Continuous process: Understand cultural responsiveness as an ongoing, relational practice requiring sustained engagement rather than a single training activity.
Respectful engagement: Follow appropriate cultural protocols when working with Aboriginal and Torres Strait Islander people and diverse communities, ensuring respectful and ethical collaboration.
Practical Strategies for Educators
Inclusive openings: Start classes with student-led Acknowledgements of Country or other recognitions of cultural knowledge and contributions. Use the Learning Management System (LMS) to talk about your approach to teaching and learning — perhaps including some information about your own cultural origin and any cross-cultural teaching/learning experience you may have had. Use inclusive language that doesn’t assume Western name forms. (e.g. ‘family’ name, not ‘last’ name – ‘given’ name, not ‘Christian’ name).
Dialogic learning: Employ yarning circles or structured dialogue groups to promote equitable participation and shared meaning-making.
Two-way learning: Design collaborative activities that pair students across cultural backgrounds to explore areas such as language, kinship, and Aboriginal and Torres Strait Islander ecological knowledge.
High-expectations relationships: Maintain consistent academic and behavioural expectations while nurturing trust, mutual respect, and positive identity formation.
Reflexive and Responsive Practice
Critical self-awareness: Educators should interrogate how their own biases, norms, and assumptions influence pedagogy and student engagement.
Recognition of difference: Diverse cultural identities and knowledges should be valued without presuming uniformity within any cultural group.
Commitment to ongoing learning: Participation in professional learning communities, reflective practices, and peer collaboration should be sustained to continually refine culturally responsive pedagogies.
Feedback-informed practice: Actively seek and respond to feedback from students, families, and communities, ensuring transparency and responsiveness in teaching adjustments.
Building Relationships
Trust and respect: Develop authentic, reciprocal relationships through attentive listening, consistency, and transparency.
Contextual awareness: Engage with the histories, languages, and lived experiences of students and their communities to inform teaching approaches.
Shared recognition: Celebrate achievements in ways that acknowledge both individual accomplishments and collective community contributions.
Applying Data
Critical data use: Analyse academic and behavioural data reflexively to avoid deficit interpretations, identify inequities, and respond with contextually appropriate strategies.
Learning From and With: Ways of Knowing, Being and Doing
Examine how Indigenous frameworks guide meaningful, relational and culturally grounded approaches to education
Building Trust, Confidence & Academic Capabilities
Many students enter FFUR programs with low levels of academic skill and self-confidence, often due to previous negative schooling experiences (Hattam, et al., 2024) and compounded by wider deficit views that students who enter university via non-traditional pathways lack valued mainstream student qualities (Allen, 2025). Addressing confidence-building in FFUR offerings is critical to improving chances of success and transition into further studies (Nicolson, et al, 2013).
FFUR programs are therefore specifically designed to support students to develop the skills and confidence needed to succeed at university (King, et al, 2019). Pedagogies that underpin courses in FFUR programs foster student familiarity, preparedness, and empowerment, to help combat histories of exclusion of students from underrepresented or non-traditional backgrounds (Bennett et al., 2018; Bennett, et al., 2015) and bolster student confidence (Allen, 2025). FFUR students often rationalise their success in the programs through changing feelings about themselves and their own capabilities including their self-confidence(Allen, 2020). Students who enter undergraduate study via FFUR programs frequently express greater satisfaction with their experience in comparison to other pathways, particularly in terms of their levels of preparadness, feelings of confidence and sense of belonging to the institution (James, 2013; Pitman, et al., 2016).
These findings highlight the critical role FFUR programs play in not only equipping students with academic skills but also in rebuilding their self-confidence and sense of belonging within the university environment. By intentionally addressing the emotional and psychological dimensions of learning, FFUR programs foster transformative educational experiences that empower students to see themselves as capable, valued members of the academic community.
Case Study
Tasmania records one of Australia’s lowest Year 12 attainment rates (around 53% compared with a national average of ~76%, using RoGS measures),*
As a result, there are lower numbers of university-educated citizens in Tasmania and “almost a resistance to education” in the community. The FFUR team at UTAS are responsive to this context, attending many community events and even shopping centres, and welcoming the community onto the campus to alleviate misconceptions about university life.
When a local mine began shutting down, many of the miners were in distress as they did not have the literacy or numeracy skills to understand documentation regarding their rights as workers, including redundancy packages. UTAS FFUR program staff were able to support the miners by bringing them onto the campus library, helping them to understand their situation, and at the same time, offer possible alternative futures for the workers through the FFUR programs that they had not before considered.
* Note- comparisons across jurisdictions should be interpreted cautiously because certification requirements and counting rules differ between states.
Teaching in Practice
FFUR programs foster transformative educational experiences that empower students to see themselves as capable, valued members of the academic community.
FFUR courses originally emerged to respond to the needs of individual universities and the varying local cohorts that they served (Davis, et al, 2023). The future of FFUR courses must retain this place-based responsiveness to ensure they remain relevant and continue to serve the needs of the communities in which they are located. Nationally, each institution’s FFUR course curriculum design should reflect the needs of the community members, as well as address local industry and workforce demands, support strategic goals and boost community development and capacity.
Research shows that students enrolled in FFUR courses often have diverse learning needs influenced by geographical, community, and contextual factors (Lisciandro et al., 2023). FFUR development should understand the unique learning needs of participants and be tailored accordingly. For example, the University Preparation Pathways (UPP) at Murdoch University offers five different FFUR courses across regional and metropolitan campuses designed to meet the specific needs of different cohorts. While learning outcomes are consistent across courses and with other FFUR programs nationally, Lisciandro et al. (2023) report that there is a need within the programs to retain diversity and flexibility in approaches to do justice to the learning needs of distinct student cohorts.
Engagement with community is vital in understanding the learning and development needs of the communities in which FFUR courses operate. Additionally, co-design of FFUR with community helps to foster genuine inclusive practices (Ramos et al, 2024) and supports longevity of program enrolments and delivery.
Community collaboration and consultation is also imperative in building trust in the higher education system, breaking down misconceptions and building early aspiration for many communities historically excluded from higher education. For more on this see Increasing Equity and Success.
Case Study
The newly designed UniReady course at University of Technology Sydney (UTS) serves as an example of FFUR community co-design. Responding to the university strategic goal to improve participation of Aboriginal and Torres Strait Islander students, UTS consulted widely in the development of their FFUR program to meet their needs and the needs of other educationally disadvantaged people. Following the University’s Partnerships and Engagement Framework, UTS consulted with Aboriginal and Torres Strait Islander community groups, the NSW Aboriginal Education Consultative Group and Uniting (who support foster and out of home children) in the design and development of their FFUR course. As a result of collaboration and co-design, the FFUR access criteria was refined, curriculum was developed through and embedded with Aboriginal and Torres Strait Islander perspectives and a FFUR Indigenous Graduate Attribute plan was developed.
“The easiest part was actually doing the community consultations and getting buy in…. there’s a huge need for it, that we were quite surprised by ourselves ….because they’ve been involved in the co-design. They were asked what do you need, what will go in an enabling course, tell us and the input has led into the co-design.” (UTS)
Fee Free Uni Ready Pathways: Developing Stronger, More Equitable Universities and Communities
This comprehensive Best Practice Guide is designed to guide higher education practitioners in the design and delivery of high-quality FFUR courses through best practice.
Prepared by the University of Newcastle in collaboration with higher education institutions and educational experts across Australia, this guide provides evidence based recommendations developed in line with current and contemporary research. Filled with practical, real world advice and implementable processes, this guide is useful for all higher education providers, whether they are in the process of designing FFUR courses or have offered them in the past.
