Advancing Community-Led Arctic Education Through Collaboration and Co-Creation

A UArctic-supported project is contributing to the transformation of circumpolar education by strengthening collaboration across thematic networks and advancing approaches grounded in community engagement, Indigenous knowledge, and local priorities.

The Circumpolar Education Program on Environmental Change and Resilience brought together a diverse group of educators, researchers, and practitioners from across the circumpolar North. The initiative was led by Jeff Birchall, Director of the Climate Adaptation and Resilience Lab at the University of Alberta and Lead of the UArctic Thematic Network on Local-scale Planning for Climate Resilience, and Maeva Gauthier, from the University of Victoria. They were joined by Diane Hirshberg, Director and Professor of Education Policy at the Institute of Social and Economic Research, University of Alaska Anchorage, and a member of the UArctic Thematic Network on Teacher Education for Social Justice and Diversity in Education and the UNITWIN/UNESCO Network on Teacher Education; Sean Asikłuk Topkok, Professor and Director of the Center for Cross-Cultural Studies at the University of Alaska Fairbanks and member of the UArctic Thematic Network on Verdde Indigenous Education; Anna Sinisalo, Principal Expert at GRID-Arendal and member of the UArctic Thematic Network on Arctic Plastic Pollution; and Anthony Speca, Adjunct Professor at Trent University, Managing Director of the Læra Institute for Circumpolar Studies at UArctic, and Managing Principal at Polar Aspect. Together, these contributors brought perspectives from Canada, the United States, Norway, and the United Kingdom, reflecting the collaborative and international nature of the project. Through this project, members from several UArctic Thematic Networks and Institutes explored how education can more effectively respond to environmental change while strengthening community resilience.

The initiative centred around a panel and workshop held at the Arctic Congress in Bodø, Norway, where participants from five UArctic Thematic Networks and Institutes shared experiences, case studies, and approaches to inclusive and place-based education. 

Discussions throughout the panel and workshop emphasized the importance of locally grounded, place-based education that reflects the realities of Arctic communities. Participants highlighted how education can support resilience by engaging youth, local leaders, and community members in learning that is directly connected to their environment and lived experiences. Examples shared during the event demonstrated how community involvement strengthens both learning outcomes and long-term impact. Collaborative initiatives, such as those supported by thematic networks working on environmental monitoring, plastic pollution, and local-scale planning, illustrated how education and research can be co-developed with communities to address local priorities.

The workshop further highlighted the importance of participatory approaches, where communities, researchers, and educators work together to design and deliver education programs. This includes engaging youth through experiential learning and creating opportunities for knowledge sharing across generations and regions.

One of the key outcomes of the project was the strengthening of relationships across thematic networks and institutions. The event created space for knowledge exchange across disciplines and regions, highlighting shared challenges and opportunities in Arctic education. As a result, two speakers joined the UArctic Thematic Network on Teacher Education for Social Justice and Diversity in Education, and a follow-up presentation on community-based research in education was delivered through the network’s webinar series. Collaboration continues to build through planned speaker series and ongoing activities across participating networks. More broadly, the project reinforced the importance of sustained dialogue across networks, particularly around cross-cutting themes such as education, which intersects with climate change, governance, and community development.

A central theme of the project was the need to recognize and value Indigenous knowledge systems within education. Participants emphasized that Indigenous knowledge holders should be recognized as equal partners in education and research, and that meaningful collaboration requires addressing structural barriers that prioritize Western frameworks.

The discussions also highlighted the importance of decolonization in education, noting that transformation requires integration and systemic change. This includes supporting Indigenous-led education initiatives, enabling communities to shape curricula, and ensuring that education reflects cultural, environmental, and social contexts. Examples such as the use of Indigenous knowledge frameworks and community-led research approaches demonstrated how these principles are being applied in practice across different regions.

The project resulted in several key outputs that extend its impact beyond the initial event, including a peer-reviewed article, “Transforming Education in the Arctic: Co-creation, Decolonization and Participatory Approaches,” published open access in the journal Arctic, a feature article in UArctic Shared Voices, and an infographic summarizing key themes and recommendations for transforming Arctic education. Together, these outputs support ongoing knowledge mobilization efforts, enabling educators, researchers, and communities to apply the insights generated through the project.

Circumpolar Education Program on Environmental Change and Resilience highlighted a clear need for education systems that are responsive to community priorities and that strengthen local capacity. Key takeaways emphasized the importance of engaging community members, including youth and Elders, in the co-creation of education programs, recognizing the value of land-based and experiential learning in supporting community resilience, and building stronger networks across the Arctic to share knowledge and best practices.

While the initial workshop provided a foundation, participants identified the need for more sustained engagement. Future plans include expanding collaboration through webinar series, continued dialogue across thematic networks, and further development of a flexible, community-informed circumpolar education framework. As this work continues, it reflects a broader shift toward education that is collaborative, inclusive, and grounded in the knowledge and priorities of Arctic communities, supporting learning, long-term resilience, and self-determination.

 “This program highlights the critical value diverse knowledge systems bring to shaping inclusive and meaningful action and paths forward in Arctic education,” says Birchall.