The integration of Indigenous and Creole ecological knowledge into formal STEM[1] education is essential for environmental sustainability, cultural continuity and language revitalization. This paper introduces the Ethnotranslation Model, a participatory methodology that embeds local ecological knowledge systems within science curricula by anchoring instruction in biocultural constants, shared species, landscapes, and practices that align Indigenous, Creole and Western ecological knowledge. Through collaboration with Indigenous and Creole communities, ethnotranslation becomes not only a conservation strategy but also a movement for biocultural renewal. The model dismantles linguistic and cultural barriers, affirming that all languages, regardless of speaker population, are valid vehicles for scientific discourse and for the generation of ecological knowledge. Unlike conventional approaches, the framework is regionally scalable: materials can be culturally adapted across multiple linguistic communities within a shared bioregion with little to no ecological restructuring. Ethnotranslation thus offers a replicable model for science education that strengthens literacy, cultural identity, and conservation outcomes while honoring place-based ecological knowledge.
