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Many universities situate digital learning and embedding Indigenous perspectives as key dimensions for educational transformation. Internationally, recognition of the rights of Indigenous peoples in relation to education, culture, and knowledge holds universities accountable to social justice goals and educational design can contribute to the realization or failure of this endeavour. Applying protocol is an internationally recognized method for scaffolding cultural safety, building cultural capability, and demonstrating accountability. However, protocol applied specifically to digital learning is not yet widely developed and at the same time, non-Indigenous educators need cultural capability for the codesign with Indigenous people, of digital learning. To scaffold this development of cultural safety practices and capability in codesigning digital learning in social work, this article presents the case that critically reflexive approaches to applying protocol will better support decolonizing practices. A systematic review of research and policy literature generates key considerations for protocol use by non-Indigenous social work educators. Findings provide critical insights to activate practices that realize the transformational potential of protocol for decolonizing digital learning design. This research demonstrates how social work educationalists can provide leadership in the development of critically reflexive approaches to protocol practice to achieve emancipatory digital education.

Decolonizing digital learning design in social work education. A critical analysis of protocol practice for cultural safety and cultural capability