As I reviewed the six papers that we included in our new themed collection on Indigenous-led approaches to environmental education, I was struck by how these studies point to something much deeper than simply "adding" Indigenous perspectives to existing curricula. They reveal how Indigenous ways of knowing can fundamentally transform how we teach and learn about our relationship with the natural world.

View eeRESEARCH Collection: Indigenous-led approaches to EE

A key theme emerging across these studies is the importance of moving beyond unidirectional "integration" of Indigenous knowledge toward true bidirectional dialogue between Indigenous and Western ways of knowing. As Druker-Ibáñez and Cáceres-Jensen found in their systematic review, the most successful approaches allow Indigenous perspectives to help define what knowledge is culturally relevant, rather than just selecting bits of Indigenous knowledge to supplement Western curricula.

The power of this approach comes through beautifully in studies of early childhood education. In Western Australia, researchers found that when a Noongar Elder named Maarman shared traditional knowledge about local plants through storytelling and hands-on activities, children's understanding of botanical literacy deepened dramatically. They began to see plants not just as objects to study, but as part of an interconnected system essential for human survival.

Similarly, Sámi early childhood educators in Finland are preserving their culture by immersing young children in the Sámi worldview of deep interconnection between humans, nature, and culture. Through activities like berry picking and following the traditional eight-season cycle, children develop both cultural identity and environmental awareness.

These studies highlight how Indigenous approaches often challenge fundamental assumptions in Western environmental education. The "land education" framework described by Tuck and colleagues emphasizes that we can't teach about place and environment without acknowledging ongoing colonization and Indigenous land rights. This means moving beyond surface-level inclusion to addressing deeper questions of sovereignty and justice.

For practitioners interested in Indigenous-led approaches, several key takeaways emerge:

• Center Indigenous voices and leadership throughout the educational process
• Recognize that Indigenous knowledge isn't just content to add, but a different way of understanding human-nature relationships
• Use active, embodied learning approaches like storytelling, music, and hands-on activities
• Connect environmental learning to local places, cultures, and communities
• Address issues of colonization and justice explicitly
• Create space for multiple ways of knowing to exist in dialogue

The creative climate change education program described by Nxumalo and Montes offers an inspiring example of these principles in action. By engaging children in performing creation stories and singing to sacred springs, the program helped them develop deep connections with nature while honoring Indigenous knowledge and sovereignty.

As environmental educators, we have much to learn from Indigenous approaches that view humans as part of, rather than separate from, nature. These studies suggest that by creating space for Indigenous ways of knowing and learning, we can help cultivate more sustainable and just futures for all.

Have you incorporated Indigenous perspectives into your environmental education practice? We’d love to hear about your experiences in the comments below.