A case study analysis of STEM decolonising activity within UK Higher Education Institutions

Project leader(s):  Zoe Tompkins

• Theme:  Access, Participation and Success
• Project faculties:  STEM
• Status:  Archived
• Date:  May 2023 to August 2025

The issue investigated and why
For too long the Eurocentric dominance of what and how we teach has continued to be at the expense of those on the peripheral and decolonisation of academia presents an opportunity to challenge the UK higher education sector as it is positioned to disrupt traditional knowledge sources through creating a space for those who have been marginalised. Yet only 20% of UK Universities claim to be decolonising themselves or their curriculum (Mason, 2022) and these efforts tend to be sited in the social sciences; as Science, Technology, Engineering and Mathematics (STEM) remains entangled with the legacies of colonialism as a ‘science’ based on ‘facts’. Notwithstanding the confusion on what decolonising academia means and what it practically implies, the aim of this research is to discover what decolonising activity is currently underway within the discipline of computing, which sits within STEM.

The aim of this research is therefore to showcase via a comprehensive audit the current range of decolonising computing activities underway within UK Higher Education Institutions (HEI’s). Sharing our findings we hope to build awareness in the STEM community of how to decolonise through real examples from the sector. STEM as with all disciplines needs curriculum transformation and we hope that our findings speak to Costa et al.’s (2023) call to social justice and leads to a reimagined curriculum which represents all voices and knowledge production.

Brief outline of the scholarship methods
The first method to collect data was via an extensive desk top survey of over 40 public facing websites which included all Russell Group Universities and Athena Swan HEI’s. Researchers used an exploratory approach through specific key words searches based on the research question to identify relevant decolonising activity. These findings were captured in a standardised template. Thematic analysis was subsequently used to catalogue activities, and eight emerging themes were identified.

The second method of data collection was to run a short online survey with computing practitioners using purposeful sampling. The survey consisted of 5 questions and was distributed to computing practitioners who had attended UK and Ireland Computing Education Research (UKICER), at the University of Swansea in September 2023 and who had agreed to participate in our research. An online form was distributed via email during October 2024 and resulted in a 58% (n.9) response rate.

The main findings and impact
The original project brief was to focus on the discipline of computing within STEM, but initial findings confirmed our suspicions that there either HEI’s are not undertaking decolonising activity within computing or if they are, they are not publishing in the public domain. The audit was however discovering decolonising activities within STEM and by default this includes computing within Technology and the decision was made to widen the search to include STEM.  

In terms of findings the audit has uncovered a plethora of activities that are often student led, co-created with others both within STEM and across the university with a range of stakeholder groups and externally within other UK HEI’s and internationally. Decolonising activities are underway using a range of multi-media resources. HEI’s have produced self-help guides in toolkits and run events such as workshops. There are examples of both digital and physical hubs, and the use of research to share the experiences of undertaking this type of work. Decolonising activities are often linked to EDI strategy, Access and Participation Plans and Race Equality Charter aims, and noticeably under the catchall of curriculum development.

By showcasing STEM decolonising activities, we hope to either ignite practitioners as to what is possible or to expand the knowledge base upon which decolonising activity can continue with confidence. We hope that our mapping of the terrain can move beyond speaking about decolonisation to doing this important work.

The recommendations and implications of this work 
Decolonising STEM education requires a deliberate, sustained effort to challenge Eurocentric norms and foster inclusive, representative curricula. The following recommendations are derived from an extensive audit of UK Higher Education Institutions and aim to support educators and institutions in embedding decolonial practices within computing and more widely within STEM disciplines.

1. Clarify and Contextualise the Meaning of Decolonisation
Institutions must begin by fostering a shared understanding of what decolonisation entails. This includes recognising that decolonisation is not synonymous with equality, diversity and inclusion, but rather a deeper interrogation of knowledge systems, power structures, and historical legacies. Workshops, reading groups, and reflective practices should be embedded into staff development to encourage critical engagement with the concept.

2. Embed Decolonisation in Institutional Strategy
Decolonisation should be a strategic priority, integrated into Equality, Diversity, Inclusion and Accessibility (EDIA) frameworks, Access and Participation Plans, and Race Equality Charter initiatives. Institutions should allocate dedicated resources, including funding for staff and student time, to support short and long-term decolonising efforts. Strategic plans must include measurable goals and accountability mechanisms to ensure progress.

3. Foster Student-Staff Collaboration
Student voices are central to decolonising work. Institutions should continue to support student-staff working groups, co-create curricula, and support student-led research and resource development. Paid student researcher roles, as demonstrated in the audit, are an effective model for meaningful engagement and capacity building.

4. Develop and Share Practical Resources
Educators need access to discipline-specific resources that support curriculum transformation. Institutions should invest in the creation and dissemination of toolkits, podcasts, videos, and case studies that illustrate decolonising practices in STEM. Open-source platforms can facilitate sector-wide sharing and adaptation as is currently being demonstrated on OpenLearnCreate and the Diverse Computing repository.

5. Promote Interdisciplinary and Cross-Institutional Collaboration
Decolonising STEM benefits from collaboration within STEM, across disciplines and institutions. Partnerships internally with social sciences colleagues and externally with public organisations such libraries and museums, and professional bodies can enrich STEM curricula and foster innovative approaches. National and international collaborations, such as those with First Nations initiatives or European universities, should be encouraged.

6. Create Dedicated Spaces for Decolonial Practice
Physical and digital hubs can serve as focal points for decolonising activity. These spaces should support community building, resource curation, and ongoing dialogue. Examples include education incubators, campaign hubs, and inclusive curriculum centres.  There should be investment in both physical and virtual decolonial spaces.

7. Recognise and Reward Decolonising Efforts
Institutions should establish awards and recognition schemes that celebrate impactful decolonising work in STEM such as Open University STEM Recognising Excellence Award. This includes acknowledging curriculum redesign, inclusive teaching practices, and community engagement. Recognition helps validate and sustain efforts across the sector.

8. Ensure Sustainability and Avoid Tokenism
Decolonising initiatives must be embedded into institutional culture to avoid being superficial or short-lived. This requires long-term commitment, regular evaluation, and integration into core teaching and learning practices. There should be efforts to avoid over reliance on checklists; instead, promote critical reflection and iterative change.

 

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