The low numbers of Māori physiotherapists presents a challenge for achieving health equity in Aotearoa. This research aimed to explore strategies for improving retention and success rates among Māori students in physiotherapy education, as well as facilitating culturally responsive transformative change within the undergraduate physiotherapy programme at Auckland University of Technology (AUT), Aotearoa, New Zealand. A collaborative research approach involving Māori (Indigenous peoples of Aotearoa) and Pākehā and Tauiwi was pursued to envision physiotherapy education as a space of thriving that will benefit future generations of Māori physiotherapists.

Centring Māori voice was key to meeting the aims of this research. A Māori-centred approach based on the principles of kaupapa Māori research and appreciative inquiry was adopted to understand Māori physiotherapy graduate (roopu rangahau) experiences of thriving within physiotherapy education. In the first two stages of the research a culturally adapted 4-D (Discovery, Dream, Design and Destiny) approach to appreciative inquiry was implemented. Initially roopu rangahau accentuated positive aspects of their journey, in kōrero (conversations) kanohi ki te kanohi (face to face) then hui (group discussions) held online because of COVID-19 restrictions. These discoveries were incorporated into dreams of physiotherapy education in the future, followed by the design of solutions to transform physiotherapy education into a space that enables thriving. The final stage involved preparing Pākehā and Tauiwi physiotherapy educators for transformation. Data analysis was initially conducted through a collaborative process of shared analysis with roopu rangahau. Five key themes of thriving were generated: importance of whānau (extended family), sense of place, promotion of cultural affirmation, incorporating cultural pedagogy, and the provision of aspirational opportunities. At the heart of these themes lies the Māori concept of mauri ora, which embodies the idea of life essence flourishing with potential. Enhancing mauri serves as both the inspiration and foundation for cultural change within physiotherapy education and across the wider university setting.

Cultural transformation within physiotherapy education is essential for enhancing the retention and success of Māori students. Relationality, grounded in the principle of whanaungatanga (a concept encompassing kinship and connectedness) is recognised as the philosophy of change needed to facilitate transformation, turning physiotherapy education into a space of thriving. Building relationships founded on reciprocity and trust is paramount for fostering success and sense of belonging of Māori students throughout their educational journeys. Honouring this goal necessitates Pākehā and Tauiwi educators prioritising culturally responsive relationships with Māori students, whānau, and communities. Another essential component of transformation is to incorporate Indigenous knowledges, perspectives, and values throughout physiotherapy education. Equally important is the creation of educational spaces that foster Māori identity and encourage active engagement within teaching and learning environments. Culturally safe educational spaces are vital for meaningful and sustained change.

The research highlights the importance of collaborating with Māori to devise culturally appropriate solutions for transformative change within physiotherapy education at AUT. By elevating Māori voices to shape and guide the vision for physiotherapy education, the research has generated recommendations for change not only within the AUT physiotherapy programme but across tertiary education and the Physiotherapy Board. These recommendations, that aim to normalise Māori ways of being and ways of knowing, are poised to enhance well-being and academic achievement for all physiotherapy students in the future, and support the transition of Māori into the health workforce. However, realising this innovative change will demand courage and commitment from physiotherapy educators and university leaders willing to be guided by pathways that honour te Tiriti o Waitangi.