Indigenous Wisdom for a Sustainable Future: Learning, Well-Being, and the Environment

Indigenous peoples around the world have long understood the vital connection between learning, well-being, and the environment. Their cultures are deeply rooted in relationships—with each other and with the natural world. This interconnected worldview offers powerful lessons for both Indigenous and non-Indigenous learners and is increasingly vital as we look to shape a sustainable future for our planet. Join host Dominic Regester (Director, Salzburg Global Center for Education Transformation; Salzburg, Austria) and a powerful panel of Indigenous education leaders in this live Roundtable conversation.

Panelists include:

‍Rangimarie Parata Takurua, from Te Pā o Rākaihautū, a Māori medium school in Aotearoa New Zealand and winner of the 2025 Zayed Sustainability Prize in the Global High Schools category, recognized for its groundbreaking integration of traditional Māori knowledge with modern sustainability practices.

‍Charles Nathan Charleston Director, Native American Community Academy; Albuquerque, New Mexico, USA—an Indigenous-led high school cultivating students who are academically prepared, secure in their identity, and committed to the well-being of their communities.

‍Joanne McEachen (Ngāi Tahu), global education expert and founder of The Learner First (Global) and Kia Kotahi Ako (NZ), whose work in Contributive Learning bridges Indigenous wisdom with global systems change to foster learning that truly adds to the world.As they share their thoughts and experiences in this live Roundtable, registrants are welcome to engage with these leaders through the chat.

Guiding questions will include:

1. How have your Indigenous communities made the connection across social-emotional learning, well-being, and academic learning?
2. Can you describe how your schools integrate Indigenous knowledge and thinking into the learning environment, curriculum, and instructional and assessment practices?
3. What advice do you have for system and school leaders who would like to learn more about Indigenous ways? How can educators in non-Indigenous schools integrate some of these approaches into their classrooms and schools for the benefit of all learners?