ʻIke ʻĀina: Ecological Presence as a Framework for Environmental Science Education Examined Across Two Curricula in Rural Hawaii

• In Event: Decolonizing Environmental Education: Place, Pedagogy, and Counter-Histories

Abstract

To meaningfully address current environmental crises, we must prepare youth to understand and engage with these challenges. This is especially critical for Indigenous youth, who often feel alienated from science. I introduce ecological presence, a framework for examining how students make sense of their roles within ecological systems. Ecological presence emphasizes how students position themselves in relation to place, community, and the natural world. I then present a curricular comparison illustrating how ecological presence can guide instructional design. The analysis shows how curricula that foreground students’ lived experiences can shift scientific understanding and students' connections with nature. This framework offers educators a practical tool for supporting meaningful environmental engagement.

Author

• Tyler Hansen, Utah State University