Sustainable tourism management: cross cultural collaborations for international and indigenous education

Tourism education increasingly calls for curricula that address sustainability, Indigenous knowledge, cultural representation, and the power relations embedded in tourism practice. This qualitative teaching case documents a cross-cultural partnership among the University of Maine System in the United States (U.S.), Campus Kujalleq in Greenland, and Wabanaki Public Health & Wellness. The case focuses on a reciprocal learning design in which Greenlandic and U.S. students alternated visitor and local roles while conducting destination assessments, engaging in Indigenous-led dialogue, and developing community-informed recommendations. This is a pedagogical case offering a practical design for integrating reciprocity, role reversal, Indigenous participation, and community validation into sustainable tourism education while distinguishing documented learning evidence and project outputs.