*4.5. Finding 5 Indigenous Holistic Learning includes Social, Economic, and Environmental Aspects of Sustainability*

This finding indicates that the holistic nature of Indigenous knowledges means that it contains the same elements considered to be pillars of sustainability. Learning about social aspects of human life cannot be isolated from economic factors or the state of the environment. Each is important to understanding the other [1]. Learning through an Indigenous worldview facilitates learning about the interconnectedness of the pillars and how they influence each other. One participant explained that Indigenous worldviews are complex and involve understanding interconnectedness in the same way that sustainability is a circular process and a collective issue. They said, "We need to get away from that view of sustainability being the environmentalist" [6] (p. 101). A conclusion drawn from this finding is that the walls within disciplinary learning must fade and allow for more interdisciplinary, transdisciplinary, and intercultural knowledge exchange and mobilization. An analysis of sustainability declarations, statements, and policies might initiate an exciting dialogue that sheds light on the convergences and divergences with Indigenous knowledges. A further conclusion is that PSE institutions already have many of the tools needed for adaptation to new realities of rapidly shifting global demographics, resulting from war, poverty, social inequities, climate change, and other conditions that contribute to environmental degradation. PSE institutions have the ability to re-create themselves and address learning processes that facilitate holistic thinking and professional development [6].
