Teaching climate change grounded in traditional ecological knowledge (TEK)

 Introduction

Traditional ecological knowledge (TEK) has been gaining increasing recognition within the discourse on climate change education. Previously, climate education was mainly influenced by Western scientific perspectives, which often overlooked the valuable knowledge held by local and indigenous communities (Massey & Kirk, 2015). Even as TEK is integrated into climate policy, it can unintentionally reproduce colonial patterns if cultural, spiritual and holistic integrity are not considered (Shawoo & Thornton, 2019). Thus, the collective understanding of TEK must incorporate shared knowledge, practices and beliefs about how living organisms interact with their environment, which have been passed down through generations (Berkes, 2018).

TEK is a valuable component of science as it offers long-term ecological insights that fill gaps in scientific data. It does so by offering holistic, long-term ecological solutions that enhance adaptive management and make land-use planning more inclusive and effective (Souther et al., 2023). TEK encompasses the deep, place-based knowledge held by indigenous and local communities, offering valuable insights into sustainable practices and local adaptation strategies developed over many generations (Carter, 2019). These knowledge systems are not fixed; they evolve over time in response to climate change, often merging with new knowledge and technologies to create adaptive approaches that teach important lessons in resilience and environmental stewardship relevant to today’s climate challenges (Gómez-Baggethun & Reyes-García, 2013). In our scoping review, we found that scholars commonly discussed culturally relevant and place-based learning, holistic and interdisciplinary approaches, community participation in TEK integration and challenges in integrating TEK, in relation to teaching climate change grounded in TEK.

Culturally relevant and place-based learning

Integrating TEK into climate change education requires culturally relevant, place-based learning that provides pathways for students to connect their lived realities to global climate challenges. TEK offers students, especially those from marginalised or indigenous backgrounds, a sense of identity and community, helping them see climate change as relevant and intertwined with their lives. This is evident in Tagalik et al.’s (2023) study, where intergenerational learning rooted in indigenous traditions strengthens environmental care and cultural continuity in the Arviat community in Canada. Similarly, incorporating Māori ancestral knowledge into early childhood education in New Zealand helps foster empathy, responsibility and a sense of connection to the land among students (Ritchie, 2015). When science is taught within familiar local settings, students are more likely to understand complex climate concepts and suggest practical, community-based solutions (Li & Shein, 2023), as well as to adopt roles within their community (Tytler & White, 2023).

Holistic and interdisciplinary approaches

TEK integration encourages students to recognise the interconnectedness between people, culture and the environment, thereby fostering a broader understanding of socio-ecological challenges. By situating learning within cultural and ecological contexts, TEK supports more inclusive and responsive approaches to climate change education that value diverse worldviews and local experiences. Building on this foundation, systems thinking provides a framework to understand how social, economic and environmental systems interact, emphasising that climate issues cannot be addressed effectively through isolated disciplinary lenses (Gutiérrez-García et al., 2024; Harper, 2016). In this sense, TEK and systems thinking complement each other by promoting both cultural relevance and conceptual understanding. Furthermore, collaborative learning strengthens these approaches by encouraging dialogue, collective problem-solving and the exchange of ideas across different disciplines and communities (Nesterova, 2020). Going beyond collaboration, transdisciplinary education offers a platform for synthesising ecological, cultural and scientific knowledge, fostering environmental stewardship and creating more holistic learning experiences (Ogunniyi & Iwuanyanwu, 2024).

Community participation in TEK integration

Collaboration among teachers, students and local knowledge holders strengthens the relevance and authenticity of learning, ensuring that indigenous perspectives are recognised as integral to rather than marginalised within formal education (Ahanonye et al., 2024; Ajaps & Mbah, 2022). Research further indicates that collective knowledge serves as a foundation for addressing climate change through community-driven and context-sensitive actions. indigenous responses, grounded in shared cultural values and collective strategies, demonstrate how local participation fosters adaptive and sustainable practices (Mbah & Ezegwu, 2024). In this respect, community-based learning not only promotes cooperation but also empowers students to take active responsibility for climate issues through participatory and dialogic approaches (Nesterova, 2020). Ultimately, meaningful learning emerges when communities are actively engaged in creating and interpreting knowledge, leading to educational experiences that are more inclusive, transformative and responsive to local realities (Turner & Wilks, 2022).

Challenges in integrating TEK

One major challenge in climate change education is the marginalisation of TEK within formal systems, where Western scientific paradigms continue to dominate and displace indigenous ways of knowing (Belcher, 2024; Breidlid, 2009). As a result, TEK often receives minimal institutional recognition, leading to its limited visibility in curriculum frameworks, policy documents and classroom practices. Structural and institutional barriers further exacerbate this exclusion, as many curriculum models and pedagogical approaches fail to embed TEK in meaningful and culturally responsive ways (Ajaps & Mbah, 2022). The absence of clear policy guidance leaves teachers uncertain about how to integrate indigenous perspectives within existing educational standards. Consequently, TEK is frequently treated as informal or anecdotal rather than acknowledged as a legitimate and scientific framework for understanding environmental and climate systems (Nyblade et al., 2024).

Conclusion

TEK integration not only enhances students’ learning but also fosters values such as respect, reciprocity and responsibility (Whyte, 2017). Addressing climate change requires educational approaches that are holistic, ethical and inclusive of different ways of knowing. Bringing TEK into climate change education is an important step towards this goal, as it complements Western science and supports conservation, restoration and sustainable management practices (Souther et al., 2023). Through collaboration between teachers, researchers, policymakers and indigenous communities, climate change education can be reshaped to honour traditional wisdom while equipping students to face the complexities of the future.

References

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