Discover our three distinctive learning models designed to promote students as active participants in our learning community, each drawing on Charles Sturt University's strengths and regional focus.
These models are actively being refined through collaboration with university stakeholders. The characteristics outlined below represent our current framework, which will continue to develop as we progress through this initiative.
Discover the models below by clicking each card to learn more.
Learning that happens best when you’re there.
This model supports students who benefit from structured campus rhythms, immersive face-to-face engagement and supervised, practice-rich learning environments that build professional capability and community connection.
Online study that meets you where you are and supports where you’re going.
This model ensures accessibility, flexibility and robust assurance of learning without any requirement for campus attendance.
Learning designed around you, in the settings where learning works best.
This model supports students who value the flexibility of online learning while also benefiting from immersive, in-person learning experiences delivered through intensives or scheduled campus sessions.
There are 12 Foundational Principles that apply across all coursework award courses. Together, they articulate Charles Sturt University’s shared approach to quality, coherence and student success across every Model of Engagement.
Courses foster a culture of academic integrity through explicit development of ethical scholarship, responsible AI use and assessment design that reinforces integrity principles.
Courses are designed using Universal Design for Learning principles to ensure equitable access and participation for diverse students. Flexible learning pathways, culturally responsive practices, reasonable adjustments, and coordinated support services help all students succeed.
Culturally competent and safe practices are embedded across curriculum and assessment, guided by the Indigenous Cultural Competency Pedagogical Framework and developed in partnership with Indigenous staff and communities. First Nations knowledges are integrated respectfully and appropriately, with all content approved through required governance processes.
Assessment is intentionally designed, sequenced and aligned across the whole course to ensure cumulative capability development, robust evidence of learning and credible assurance of Course Learning Outcomes.
Learning environments - digital and physical - are accessible, secure, fit-for-purpose and supported by institutionally approved technologies and resources.
Timely, actionable and model-responsive feedback supports progression, builds evaluative judgement and strengthens students’ capacity to reflect and improve.
Students are supported through coordinated academic, wellbeing and career services, with low-stakes early diagnostics and intervention embedded across the lifecycle.
Teaching is informed by evidence-based, mode-appropriate pedagogies that foster engagement, relational connection and scholarly practice, with staff continually developing their teaching capability.
Opportunities for purposeful peer interaction and collaboration are intentionally designed to support belonging, engagement and learning.
Courses are intentionally designed within each Model of Engagement to ensure equivalent, not identical, high‑quality learning experiences. Model‑specific expectations are clearly communicated so students can make informed choices about how they study.
Transition is a continuous, lifecycle‑wide process supported through intentional curriculum design, structured scaffolding, and coordinated institutional supports. Guided by transition pedagogy principles, staff across the university play a shared role in helping students navigate key transition points and build preparedness for ongoing success.
Work-integrated learning is intentionally embedded and aligned with policy and accreditation requirements providing authentic professional experiences that develop capability, strengthen community contribution, and are supported through effective preparation, supervision and partnerships.