Digital technologies have disrupted human interaction, transforming traditional modes of socialization, education, and work. In this fluidity, marginalized communities face significant disadvantage (i.e., the digital divide) and in Australia, Indigenous communities are most at risk of becoming digitally excluded. Productive alignments in schools between teachers and curricular pathways are vital to nurture basic literacies and provide access to technology. We present findings of scoping research, which evaluated digital-centric curricular pathways in Australia. Using trans-systemic inquiry (Battiste & Hendersen, 2021) with the structure of a rhizome (Deleuze & Guattari, 1987), we offer a curriculum map of subjects, domains of learning, and teacher graduate attributes offered throughout the school-post-school sectors (i.e., P-12, vocational and tertiary domains). Our results indicate the need to insulate and amplify already existent digital-centric curricular pathways, with culturally attuned support mechanisms, to better support Indigenous learners toward future industry roles or further study.