The relationship between Indigenous learning systems and sustainability pedagogies has not been sufficiently elaborated despite the recognition of Indigenous peoples as stewards of the world's biological, cultural and linguistic diversity. Indigenous pedagogies are intergenerational, relational, and land-based. This special section addresses intergenerational efforts to regenerate local biocultural knowledge in settings that extend beyond the classroom and proposes that educators support these processes by cultivating relational learning through new sensory, perceptive, and affective capacities throughout life.