TEQSA Guidance on defining Islamophobia
In July 2026, the Department of Education amended the Higher Education Standards Framework (the Threshold Standards).
As part of the changes, all registered higher education providers must adopt a definition of Islamophobia by 1 January 2027. The standards do not specify which definition providers will need to use; instead, each provider can choose a definition that best fits their context.
This Guidance, written by The Special Envoy to Combat Islamophobia, provides the Tertiary Education Quality and Standards Agency (TEQSA) with a substantive starting point on defining Islamophobia, and importantly, creating a process that genuinely supports the wellbeing, safety and academic participation of Muslim staff and students.
A definitive resource for universities, researchers, academics, and students.
Reviews
“I strongly support the process this Guidance sets out for higher education providers to develop a considered definition of Islamophobia. The document recognises the complexity of the task, including the important nuances between race-based and religion-based discrimination, and the need to account for the intersectional ways in which Islamophobia is experienced by Muslim students and staff, as well as those perceived to be Muslim.” ProfessorRebecca Wickes, Director, Griffith Criminology Institute, Griffth University
“Among its many strengths, this document stands out in terms of its commitment to academic freedom, its recognition of diverse public understandings of Islamophobia and its attendant manifestations, and its acknowledgment that while adopted definitions may differ (as is the case with any form of prejudice), there is a need to identify and address this phenomenon of growing hostility towards Muslims, nonetheless.” Nathan Lean, Assistant Teaching Professor, Department of Philosophy and Religious Studies, North Carolina State University (United States of America)
“This document provides timely and important contextual guidance for the Tertiary Education Quality and Standards Agency (TEQSA) as universities adopt a definition of Islamophobia. This document is a crucial, responsive resource for shaping policy that fosters equity in Australia’s rapidly changing social and legal landscape.” Zouhir Gabsi, Senior Lecturer in Arabic and Islamic Studies, Deakin University
“This guidance provides practical and easily applicable frameworks for universities on how to develop a definition on Islamophobia.” Amira Elghawaby, human rights advocate and Canada's former Special Representative on Combatting Islamophobia
“This is a work of critical importance. Thoughtful and thorough, the Special Envoy deftly outlines the complexity of the topic, equipping universities to develop their own definitions without forcing their hand.” Susan Carland, Senior Lecturer in Sociology, Monash University
“This is an important and timely report that provides critical discussion around the definition of Islamophobia in Australia.” Imran Awan, Professor of Criminology, Birmingham City University (UK)
“Naming and properly defining Islamophobia, a process that must also take seriously how Muslims themselves understand and experience it, is an important first step because it establishes what is being addressed and helps determine how best to confront it. The Special Envoy to Combat Islamophobia’s report provides a substantive starting point for this process, offering institutions important context from which to begin.” Sweida-Metwally, Postdoctoral Associate, New York University (UAE)
“This Guidance is an invaluable aid that will assist providers of tertiary education across Australia take the necessary steps to say that Islamophobia in our educational institutions is unacceptable and must be ended.” Rachel Woodlock, Lecturer in Islamic Studies, University of Melbourne
“The Guidance introduces the reader to academic and policy level discourses and considerations of Islamophobia, including concepts such as racialization, routes to legal redress, and the importance of community engagement in any such definition development.” James Carr, Associate Professor, Department of Sociology, University of Limerick (Ireland)
“This balanced and consultative approach provides a strong basis for Australian higher education institutions to develop definitions and responses that are both meaningful and workable.” Mehmet Ozalp, Professor of Islamic Studies, Centre for Islamic Studies and Civilisation, Charles Sturt University
“A thoughtful collection of non-prescriptive pathways universities could opt for to address Islamophobia and promote social cohesion.” Samina Yasmeen AM, CitWA, FAIIA, Professor Emerita & Director, Centre for Muslim States and Societies (CMSS), University of Western Australia