This paper proposes a framework for the substantive integration of Indigenous Knowledge Systems (IKS) into post-secondary Climate Science curricula, arguing that a purely Western, reductionist epistemology is insufficient to address the holistic and locally manifested realities of the climate crisis. While IKS offer vital temporal depth, relational ontology, and place- based ecological literacy (Mead, 2016), modern curricula frequently marginalize this knowledge, creating a critical deficit in ethical climate action and student engagement (Rangi & O'Connor, 2025). The analysis addresses the significant epistemological and methodological friction inherent in this synthesis, emphasizing the necessity of adopting stringent ethical protocols, such as OCAP principles (FNIGC, 2018), to prevent extractive tokenism and ensure equitable co-creation of knowledge. To operationalize this imperative, we propose the Co-Creative Climate Resilience (C3R) Model, a transdisciplinary pedagogical framework built upon three pillars: Deep Place Mapping, Comparative Knowledge Analysis (C-KA), and Ethical Protocol Training. This model advocates for integrating IKS practices— such as Māori Kaitiakitanga and Indigenous phenological calendars (Turner & Clifton, 2009)—with conventional science to produce graduates who are scientifically proficient, culturally competent, and equipped to design truly effective, locally-relevant adaptation strategies (IPCC, 2022). The paper concludes by outlining crucial future research in efficacy measurement, faculty development, and institutional policy changes required to achieve genuine knowledge synthesis and strengthen global climate resilience.
Keywords: Indigenous Knowledge Systems, Climate Science Curricula, Transdisciplinary Education, Co-Creation, Decolonization, OCAP, Climate Resilience.