This sub-theme focuses on the rich and unique Indigenous heritage of the LLLP2025 location, i.e., Australia. For at least 50,000 years Aboriginal and Torres Strait Islander people have lived on land now referred to as Australia. Their unique cultural knowledge and ways of knowing, being and doing were passed down thousands of generations by ‘Elders’ who used unique and effective methods of sharing wisdom. Today, Australia is one of the most multicultural nations on earth, and proudly acknowledges this heritage and the multi-faceted custodianship of Indigenous Australians. Indigenous cultures worldwide also have survived by using methods of knowledge sharing such as story telling and learning by doing.
This theme will therefore address cultural responsiveness, equity, diversity and inclusion as well as the appropriate use of Indigenous knowledges and practices at all levels of pharmacy education: undergraduate, postgraduate, short courses, micro-credentials, continuing and professional education.

Learning Outcomes for delegates for 1.1
After attending sessions related to this theme, delegates will be able to achieve some or most of the following:

1. Describe the importance of diversity, equity, and inclusion (EDI) in pharmacy education.
2. Identify skills for alignment of EDI in education curricula at all stages of pharmacy education (pre-registration to professional development).
3. Explain how they might apply the principles of Universal Design in Learning: from content design to assessment and feedback stages.
4. Identify how they might adapt relevant examples from Indigenous knowledge and practices from global case studies into their educational activities.
5. Describe how they might apply learning and teaching methods used by Indigenous cultures globally for sharing knowledge and experience.
6. Critically reflect on personal stance around EDI principles related to their own educational practices.

This sub-theme will cover some of the current challenges seen in pharmacy education. Hopping and skipping refers to the signature movement of Australia’s famous marsupial, the kangaroo. This method of movement allows conservation of energy and an ability to move long distances and change direction suddenly. This agility is certainly required in contemporary pharmacy education.

Included within this sub-theme are challenges such as curriculum design, programmatic assessment, competency-based assessment, having students as partners in educational design, adapting teaching for a digital learner generation or for learners balancing work-life- and study, and, of course for disruptive events such as pandemics.

Learning Outcomes for delegates for 1.2
After attending sessions related to this theme, delegates will be able to:

1. Explain common challenges to education design and delivery in pharmacy.
2. Describe how participants might assess the role of students/practitioners as partners in educational design to ensure their goals and expectations for education are met.
3. Explain how they might implement programmatic and competency-based assessment into individual learning experiences.
4. Debate the strengths or roles of different types of curricula: linear, spiral, thematic, programmatic or other types.
5. Explain the role and impact of hidden curricula in pharmacy education.
6. Describe the role of experiential learning as a core element of pharmacy curricula (work integrated learning).
7. Reflect on strategies for meeting current and emerging challenges in the delivery of pharmacy or interprofessional education across the span of pre- to post-registration training.

Australia’s famous red soil, Kraznozem, gets its colour from a high iron oxide content. Not naturally highly fertile, these soils can be converted to highly productive ones by effective farming techniques. This theme focusses on the required vision of lifelong learning in pharmacy and the range of tools and techniques required to yield crops of lifelong learners. The theme will therefore specifically explore how to engage practitioners in lifelong learning to ensure their practice remains relevant and up to date. Further, whilst pharmacy degrees often cater to the more mainstream sectors, many career pathways are open to pharmacy graduates; thus, a broad vision to inculcate lifelong learning is required both in pre-registration and continuing education efforts.

Learning Outcomes for delegates for 1.3
After attending sessions related to this theme, delegates will be able to:

1. Explain the difference between pedagogy, andragogy and heutagogy.
2. Describe strategies for engaging practitioners in lifelong learning.
3. Identify skills that they might use to mentor pharmacy students and graduates wanting to pursue alternative career pathways.
4. Reflect on and be able to identify personal ‘gaps’ in understanding of educational methods.
5. Construct self-development plans including key goals for educational skills development.