The following 5 modules provide educators with adaptable frameworks for integrating Indigenous perspectives into project-based learning. Each module offers students concrete tools to rethink their relationships to community, time, and land while practicing ethical reflection and responsibility.

These modules invite students to consider how Indigenous theories, methods, and innovations might inform their project approach. They encourage students to move beyond institutional compliance and consider accountability as a living, relational practice, emphasizing ethical engagement with communities rather than extractive approaches. Together, these modules cultivate deeper awareness of relational ethics, sustainability, and long-term responsibility.

For educators, the modules are designed with flexibility and implementation in mind. Each includes background readings, scaffolded activities, and reflection prompts that can be adapted across disciplines, from engineering design to environmental studies to community-based projects. Faculty notes emphasize creating space for discomfort and complexity, supporting students as they interrogate ingrained assumptions about extractive research, linear time, or neutral landscapes. Optional extensions and assessment suggestions allow instructors to tailor activities to specific learning goals, whether through written reflections, creative outputs, or collaborative discussions. Ultimately, these modules, informed by Indigenous praxis, equip educators to foster more ethically grounded, culturally informed, and relationally accountable project learning environments.

These modules can be accessed as individual pages below.

Module 1: Relational Sustainability

Module 2: Community Accountability

Module 3: Time, Memory, and Ancestry

Module 4: Land as Teacher

Module 5: Indigenous Innovation