Future Proofing Curriculum Design and Delivery for a Digitally Disrupted World (Great Landing, Right Airport) Studdart 1 , Nigel C., Haywood 2 , Graeme & Doncheva 3 , Vasi. Abstract We have always lived in a world of change, but the pace of change is accelerating at an unprecedented rate. The education system, like a super tanker is complex to manoeuvre and slow to change. A mismatch between the current system and future employment means that while we may safely land our students they may be at the wrong airport. Research in an indigenous community in New Zealand has led to consideration of a future based integrated educational approach. This paper discusses digital diversity and considers horizontal management tools in the digital age such as “Agile,” for curriculum design and implementation to provide a learning experience for students that will serve them well into the workplace. It is proposed that NorthTec students work in Innovation Scrum teams, where learning outcomes are problems, resolved by student developed creative solutions. Assessment is based on teamwork solutions of instructional dilemmas and wicked problems building portfolios of real world solutions. It considers educational design in terms of developing a minimal viable product (MVP), and through iterations building a minimal lovable product (MLP). It suggests using Learning Out Loud (LOL) as a way of evolving learning experience into complex systems and fractal organizations and landing our students at the “right airport”. 1. Climate The world’s climate and entire ecosystem are changing. Not only in meteorological terms but also in complexity, economic, social interactions and communication. In the New Zealand Tertiary landscape, we are moving into a post Mandatory Review of Qualifications (MROQ) phase where institutional qualifications are replaced by New Zealand Qualifications aligned to current and future employer needs. This provides a choice to curriculum designers to rationalize, simplify and organize existing curriculum or leap forward to transform curriculum and teaching and learning experiences. This paper argues the case for the leap forward as MROQ provides an opportunity to develop programmes of study with built in future proofing. Developing programmes to meet graduate profiles, we need to consider the liquid expectations of future employers and graduates. The work place moving rapidly from a content driven system to a skills and competencies based environment is another key driver for change. Conceptual structures are challenged as we consider the cognitive and technical transferable skills for the future. Students have never been more diverse in background, motivation and expectations. At NorthTec we recognize digital skills and foundational literacies along with building tenacity and grit are needed to unlock employment potential and remove barriers for students from rural, isolated and economically disadvantaged communities with limited access to digital devices [1]. That is in contrast to early adopters, digital natives as well as tutors and students who may be digital immigrants [2]. Evidence suggests that through neuroplasticity, the brains of digital immigrants and digital natives are different [2] as the brain responds to training [4] and maintains plasticity for life [3], therefore it is critical to design for digital diversity. 1 NorthTec, New Zealand, nstuddart@northtec.ac.nz 2 NorthTec, New Zealand, flyingbarnranch@gmail.com 3 NorthTec, New Zealand, vasi.doncheva@yahoo.co.nz