As a child fleeing war-torn Sarajevo, Aida Hurem clung to one dream: to become an academic.
"I taught myself to read and write when I was three," she says. "That spark for learning stayed with me, even as war disrupted everything. As a refugee and an intersectional woman navigating racism and discrimination, the path was never easy, but that deep desire to learn carried me through."
Now a lecturer at Southern Cross University, Dr Hurem is shaping a more inclusive future for education – one that values lived experience, neurodiversity, and social justice as core strengths, not side notes.
Her journey to academia was anything but conventional.
After arriving in Australia as a refugee at age 12, she spent years working multiple jobs ranging from sales and administration to marketing, while also raising a young family before enrolling at university as a mature-age student with two kids and a toddler in tow.
"I saw a window of opportunity and thought – if I can get one degree, I'll see where it takes me," she said.
It took her far. Aida quickly stood out, volunteering in research labs, open days, and other university events, and later working across multiple faculties at Griffith University, including Health Executive, Psychology, Nursing, Education, and the Autism Centre of Excellence. Her dedication, professionalism, and collaborative spirit didn't go unnoticed, and she was soon recommended to work directly with the Provost, a testament to the impact she was making across the University.
Along the way, she completed a Master of Education and Professional Studies, focusing on the intersection of social media, technology, and student engagement.
Her work was backed by university leadership and drew on a data set spanning eight health schools.
"It became clear that self-efficacy – believing you can do it – was the key to how students and staff used social platforms for learning and teaching. As educators, we need to create spaces where trying things out is part of the process."
Aida brings this same philosophy to her teaching practice, where she champions Universal Design for Learning (UDL) – an inclusive framework that benefits all students, not just those with diagnosed needs.
Aida's commitment to inclusive education is also evident through her involvement in the University-wide BOLD project, where she was part of the team who championed Universal Design for Learning as a guiding framework for accessibility and equity. The project sparked important conversations and ideas around inclusive teaching and was recognised as the People's Choice Winner, as well as one of the Vice-Chancellor's favourites. Building on these foundations, the Centre for Teaching & Learning (CTL) at Southern Cross developed a suite of practical resources to support curriculum design and assessment through a UDL lens, including guides such as Understanding UDL Principles and Designing Units with UDL.
"When you plan for diversity from the start, you don't just support students with disabilities – you make learning more effective for everyone."
Diagnosed as autistic later in life, Dr Hurem credits her neurodivergence with helping her see patterns, make connections, and persist through adversity.
"People often say autism made me resilient," she says. "But the truth is, that resilience was often a response to environments that didn't fully understand or accommodate my needs. It hasn't always been easy. Constantly adapting can be exhausting, and for many, it can lead to autistic burnout. That's why it's so important to create spaces where students can be themselves without needing to mask. When we do that, we support not just their learning, but their wellbeing too."
She's open with students about her autism – a choice that's sparked powerful responses.
"I get emails saying, 'Thank you for being honest. I feel safe in your class.' That's why I do it. Because fear of judgement stops too many people from being themselves and achieving what they are capable of."
Her advocacy goes beyond the classroom. Aida is on the advisory board for World Disability Advocacy Rotary Club and is building a mentoring program to support students with disabilities and neurodiverse identities. She is also involved in research exploring AI in education, as well as how autistic students experience mathematics.
Another project looks at how international pre-service teachers navigate early childhood education in Australia.
"Social justice and diversity aren't trends," she says. "They've been part of educational conversations for decades. But we need to move beyond tokenism. It's not enough to tick a box. We need to design systems that work for people and that create a genuine sense of belonging and support."
For Aida, intersectionality and belonging are key. She encourages educators to examine how race, gender, disability, and privilege shape student experience.
"Recognising privilege invites us to reflect on how systems advantage some and disadvantage others, and to work together to build environments where justice, equity, and genuine belonging enable everyone to thrive, not just survive."
That ethos underpins everything she does. From universal design to wellbeing, to digital inclusion, Aida's work is both deeply personal and sharply practical.
"What I love about this faculty is that they've placed me in units that align with my expertise and my lived experience. This is what makes a difference."
Dr Hurem is part of the SEAE (Sustainability, Environment and Arts in Education) Research Centre.
SEAE Research Centre Leader and Executive Dean of Education, Professor Amy Cutter-Mackenzie-Knowles, said Dr Hurem's work aimed at levelling the playing field for students in profoundly important ways.
