Taking the next step in wildfire education: integrating multiple knowledge forms into co-produced high school fire science curricula

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Abstract The wildfire issue in the western United States presents a complex challenge that impacts both society and the environment. Implementing K-12 education programs focused on wildfire can play a significant role in addressing this issue. By integrating wildfire education into school curricula, teachers can equip students with the knowledge and skills needed to understand fire ecology, land management, and wildfire preparedness. Early exposure to wildfire science education can also connect students with viable career paths in fire and ecosystem management. We used our position as Cooperative Extension educators in Nevada’s Living With Fire Program to catalyze fire science knowledge through creating a high school wildfire science curriculum that is focused on fire ecology, wildfire preparedness, and career exposure. We used a transdisciplinary approach to create educational materials that are effective, relevant, and accurately represent wildfire in Nevada. We integrated five different knowledge forms (technical, cultural, management, institutional, and student) to create a robust curriculum that includes many different stakeholder priorities and values, while still meeting the needs of students and teachers. Our initial impacts assessment demonstrates that our curriculum instruction is creating learning advances in fire ecology and wildfire preparedness. We assert that this curriculum and other wildfire education programs in our region can increase our overall capacity for living with fire.

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