Teaching and Learning Scholarship in Criminology across Australia and Aotearoa: Findings from a scoping review

Dr Rachel Loney-howes¹, Dr  Kate  Burns², Dr  Mary  Iliadis³, Dr Mark Wood³

¹University of Wollongong, Wollongong, Australia
²Monash University, Melbourne, Australia, ³Deakin University, Melbourne, Australia

The number of students studying criminology in higher education continues to grow across Australia and Aotearoa (New Zealand) and the global pandemic exacerbated several long-term changes to the higher education sector. In this context, educators and institutions have had to consider changes to teaching and learning. There is an increased push for ‘innovations’ in teaching and learning; evidence-based teaching; and authentic, experiential learning. We ask, to what extent have these challenges and important shifts in criminology been captured within the teaching and learning scholarship and can this research inform teaching practice? This paper discusses the findings from a scoping review examining the literature on teaching and learning scholarship in criminology across Australia and Aotearoa over the past 20 years. This scoping review was informed by Arksey and O’Malley’s (2005) proposed five-stage framework and reviews the available published scholarly research. In this paper we reflect on the implications of our findings, noting gaps and highlight some future directions for scholarship investigating teaching and learning praxis in criminology.

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