Rethinking environmental sustainability education through land-based learning and practice with Woodland Cree First Nation, Lac La Ronge, Saskatchewan, Canada

Abstract This paper explores the potential of land-based learning as a transformative approach to environmental sustainability education within the Woodland Cree First Nation in Lac La Ronge, Saskatchewan, Canada. By integrating Cree First Nation land-based learning and practices, knowledge systems, and perspectives on land stewardship, this study highlights how land-based learning fosters deeper connections between students and the environment. Through participatory and community-led methodologies, the research examines the effectiveness of this educational approach in promoting sustainable practices, cultural resilience, and ecological awareness. The findings suggest that land-based learning offers a decolonial framework for rethinking environmental education, emphasizing the importance of Indigenous knowledge in addressing contemporary environmental challenges.