This paper accompanies a shorter presentation to the ICHCAP Forum ‘Unlocking the Potential of Tertiary Education for ICH Safeguarding’, held in Seoul, Republic of Korea in July 2018. Along with other speakers from the Asia-Pacific Region, I have been asked to outline and explain the educational approach to intangible cultural heritage safeguarding in the post-graduate teaching courses in the Cultural Heritage & Museum Studies program at Deakin University, located in the Australian State of Victoria. Deakin is a relatively young university within Australia, established in 1974, and named after Alfred Deakin, leader of the Australian federation movement and Australia’s second Prime Minister. Deakin University is located in the Australian State of Victoria and has four physical campuses as well as its ‘Cloud campus’ (for on-line delivery). The Cultural Heritage and Museum Studies program is located at the Melbourne campus, on the Country (Traditional Lands) of the Wurundjeri people, and provides both on-campus and Cloud (online) delivery of its courses. Deakin has a long-standing commitment to flexible and on-line learning. Deakin’s LIVE the Future Agenda 2020 has as its first Strategy for its ‘Learning’ objective: ‘Provide premium cloud and located learning’. The Cloud campus is the fastest growing of its campuses, with more than 13,000 students now studying predominantly on-line (Deakin University 2017: p. 5). All Deakin’s programs aim to allow students to take courses wherever they are, and to study ‘anytime’. In practice, this has allowed Deakin to be an inclusive tertiary education provider, supporting people to be able to undertake their studies, alongside work/caring responsibilities, or located in rural and regional locations (or even outside Australia).