On-the-land learning is one of the most meaningful and culturally grounded forms of
education available to Indigenous students. Articulated by Indigenous Elders, scholars,
and knowledge keepers, the First Peoples Principles of Learning remind us that learning
ultimately supports the well-being of the self, the family, the community, the land, the
spirits, and the ancestors — and that learning is holistic, experiential, and relational,
focused on connectedness, reciprocal relationships, and a sense of place. On-the-land
learning embodies every one of these principles. It goes far beyond simply taking a
classroom outside — it weaves together language, storytelling, traditional knowledge,
spirituality, and a deep relationship with the natural world. When students learn on the
land, they are engaging with memory, history, and story in the most direct way possible,
building a strong cultural identity and sense of belonging that supports both their wellbeing
and their growth as learners.

On-the-land learning is also an act of healing and reclamation. Because colonial policies
like residential schools deliberately severed Indigenous children from their land, language,
and traditions, reconnecting students to the land is an essential part of decolonization and
reconciliation. The First Peoples Principles of Learning recognize that learning involves
generational roles and responsibilities, and that it recognizes the role of Indigenous
knowledge. When Indigenous youth learn alongside Elders on their traditional territories —
harvesting, practicing traditional skills, speaking their languages — these principles come
alive. Invaluable knowledge that might otherwise be lost is passed down, and students
develop the pride, identity, and tools to protect their culture, their communities, and the
land itself for generations to come.