The urgency of the climate crisis calls for a paradigm shift in science education toward greater inclusivity and adaptability. Many stakeholders emphasize that this shift must include diverse perspectives—especially Indigenous Knowledges—which provide vital insights into environmental balance, community well-being, and sustainable futures.

Thus, the inclusion of indigenous knowledges into science teacher education and school curricula may be a productive way to contribute to the development of environmental literacies required for preparing individuals to make sense of the causes, impacts, and potential solutions to climate change.

This project forms a new partnership team of scholars from the University of Maryland (UMD) and Ohio University (OU), Accokeek Foundation leadership, Piscataway Conoy tribal members, curriculum specialists, environmental literacy experts, school district leaders, classroom teachers, and nonformal educators. We explore opportunities to bridge Indigenous and Western worldviews in science education.