Indigenous peoples were forced to adopt non-Indigenous culture through structures of domination that provided the system to downgrade Indigenous peoples and their traditional practices. The history of Indigenous peoples' identity, culture, heritage and teachings has been misunderstood and misrepresented for generations, creating an idealized image of Indigenous peoples as savages who need to be "civilized." This originated from colonization which influenced indigenous peoples' values ​​on land and traditional practices. The Western perspective has been implemented into science-based approaches to help the environment. Due to traditional society, education systems are science-based, while lacking the traditional knowledge of environmental management practiced by indigenous peoples. Based on historical issues that ignore Indigenous practices, it is essential to ask whether education systems are implementing sufficient Indigenous studies by introducing Indigenous perspectives on the land, human connection to Mother Earth, and traditional knowledge of environmental stewardship. Traditional approaches influenced by Although indigenous peoples are acknowledged, these practices are not adequately integrated into educational systems, particularly the Western science curriculum. For example, Snively and Corsiglia (2000) propose that Western society recognize Indigenous studies in areas such as: art, music, literature, theater, and political and economic systems. However, these practices have no value in Western science. Introducing students to traditional practices is necessary if students are to learn to appreciate Indigenous teachings and perspectives on the land. Snively and Corsiglia (2000) clarify that students bring ... middle of paper ...... ensure respect for the community's Aboriginal knowledge and begin to cultivate students' knowledge. (p. 343) It is evident that educational systems lack traditional knowledge, causing the expansion of the Western worldview of science-based knowledge. The expansion of Western notions in environmental management has pushed aside traditional knowledge as students have difficulty understanding the connection between humans and nature. Rist (2006) recognizes that ignoring traditional knowledge as part of a science-based approach to the environment is causing the disappearance of traditional knowledge. Regarding traditional environmental management, educators can start by introducing traditional ecological knowledge (TEK) to students that can help the environment and help create a balance between science-based approaches and traditional approaches.