Arctic Futures - innovations in education for social justice and sustainability

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1_EITN_2025_03_EDITORIAL.pdf

Abstract

Towards equitable and sustainable Arctic education

Education in northern and Arctic regions faces distinctive global and local challenges alongside unique opportunities. Climate change, rapid societal transformations, and linguistic and cultural diversity demand innovative solutions that support local communities while advancing global sustainability goals. This special issue foregrounds practices and research that promote equitable, culturally responsive, and ecologically attuned education in the North. The contributions collectively examine how education can empower communities while addressing pressing environmental and social concerns.

Arctic education cannot be understood in isolation from global discourses on equity, inclusion, and environmental responsibility (Hirshberg, Beaton, Maxwell, Turunen and Peltokorpi, 2023). Teacher education programs are increasingly integrating intercultural competencies, Indigenous knowledge systems, and sustainability principles to prepare educators for classrooms that are both culturally diverse and ecologically fragile (Windsor, Maxwell and Antonsen, 2022). These efforts aim to ensure that teaching resonates with local heritage while aligning with global imperatives for sustainable development.

Teacher education for Northern and Arctic realities

In this special issue, research articles and features underline the importance of teacher education to move beyond technical skills to embrace cultural, ecological, and ethical dimensions of teaching to address challenges and leverage opportunities. Programs should embed intercultural and Indigenous knowledge, equipping educators to navigate cultural complexity and foster inclusive classrooms (Yip and Chakma, 2024). Sustainability and climate education need to be integrated across curricula, supported by interdisciplinary approaches and flexible timetables that enable outdoor and place-based learning (Hirshberg et al., 2023). Digital competence is another priority, ensuring teachers can design and deliver hybrid learning experiences that overcome spatial divides (Korte et al., 2023).

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