ACUNS and Aurora College Webinar Highlights Northern Education, Community-Led Research, and Collaborative Futures

In 2025, the Association of Canadian Universities in Northern Studies (ACUNS) launched the ACUNS Seminar Series to spotlight the work of its member institutions and highlight the small but dedicated Northern Studies teaching and research community that is found within many of Canada's post-secondary institutions. Each institution has a story to tell about their work, their students, and their activities.

Now in its second year, the ACUNS Seminar Series connects researchers and educators working on issues of interest to Northern Studies and Northern communities. Each seminar showcases the research and activities of a member institution, introducing faculty, students, researchers, and research projects, discussing topics of interest for Northern educators, and sharing plans for future development of programming and fieldwork. Recordings of the Seminar Series are posted on the ACUNS website to serve as a reminder that we are all members of an academic community that has much in common, despite being separated by disciplines, interests, physical distance, and time zones.

“The ACUNS Seminar Series connects a growing community of Canadian faculty and students interested in Northern Studies, showcasing the research and successes of its member institutions.  It is quite remarkable to see the variety of projects and initiatives that are currently underway. I have learned a lot from the Seminar Series, and am constantly impressed by the quality of work that Canadian post-secondary institutions have produced,” says Heather Nicol, President of ACUNS.

Last month, ACUNS, in partnership with Aurora College, hosted the final webinar in a series exploring post-secondary education across the North. The session brought together academic leaders, program heads, and researchers from Aurora College to showcase how the institution is shaping education, research, and workforce development across the Northwest Territories.

Aurora College, which serves approximately 600 students across campuses in Inuvik, Fort Smith, and Yellowknife, highlighted its distinct approach to education: one rooted in small class sizes, strong industry connections, and deeply embedded Indigenous and Northern perspectives.

A central theme of the webinar was Aurora College’s commitment to designing programs that reflect the realities and priorities of Northern communities. Across its Schools of Health, Education, and Business, programs emphasize hands-on learning, community placements, and on-the-land experiences that integrate Indigenous knowledge and holistic perspectives.

In health programs, for example, students engage in practicums across Northern communities and learn within frameworks that incorporate Indigenous worldviews and community-based care. Similarly, early learning and education programs are built around local knowledge systems and inclusive, play-based approaches, preparing graduates to work directly within their home regions.

Aurora College is also in the process of transitioning into a polytechnic institution—an evolution that aims to expand programming and increase institutional independence while maintaining responsiveness to territorial needs.

The webinar also underscored the importance of partnerships; both within the North and with institutions across Canada and internationally. Aurora College’s nursing degree, for instance, is delivered in collaboration with other Northern and Southern institutions, while research initiatives regularly involve partnerships with external researchers and organizations. These collaborations are central to resource sharing and capacity building. Through working together, institutions can expand programming, co-develop curriculum, and create pathways for students that would not otherwise exist in smaller or remote regions.

A defining feature of Aurora College’s approach is its commitment to community-led and community-defined research. Through its three research centres, in Inuvik, Yellowknife, and Fort Smith, the college works closely with communities to identify priorities and co-develop research projects. Rather than imposing external research agendas, Aurora emphasizes listening first: understanding local needs, incorporating community knowledge, and ensuring research outcomes are directly relevant and beneficial. This approach is particularly evident in areas such as climate change adaptation, environmental monitoring, food sovereignty, and post-mining land remediation, which are issues that are both urgent and deeply tied to local livelihoods and knowledge systems. Through supporting logistics, partnerships, and training for researchers, Aurora’s research centres also play a key role in building local research capacity, enabling communities to take leadership in projects that affect their lands and futures.

Throughout the discussion, speakers emphasized that Indigenous knowledge is not treated as an “add-on,” but as a foundational element of Aurora College’s curriculum, governance, and program development. The institution’s Indigenous Knowledge Holders Council plays a direct role in shaping programs, ensuring that curricula reflect Indigenous epistemologies and community priorities. Elders are actively involved in curriculum development, and on-the-land learning is integrated across all disciplines. This model signals a broader shift in post-secondary education: moving beyond inclusion toward true integration, where Indigenous knowledge informs not only what is taught, but how institutions operate, make decisions, and engage with communities.

Looking ahead, Aurora College is developing new programming to address emerging economic and environmental transitions in the North. With the anticipated closure of several diamond mines, the institution is working with communities to create retraining opportunities focused on remediation, environmental stewardship, and diversified local economies. The expansion of micro-credentials in areas such as project management, climate change adaptation, and environmental regulation reflects a flexible, responsive approach to education that meets both community and industry needs.

As Northern institutions continue to evolve, these principles will remain central to building resilient, inclusive, and locally grounded futures.