An Indigenous Student-Led Exploration of Environment-Based Learning: A Reflexive Thematic Analysis through an Environmental Psychology Lens

The proposed biphasic study aims to explore how Indigenous students (N = 25) at a Canadian university make meaning of land- and water-based university courses. Using interviews, sharing circles, and reflexive thematic analysis, I aim to understand how place, identity, and psychology connect, thus offering insight into culturally grounded pedagogies.