Abstract
Nagalands geographical location, combined with the lack of human and physical infrastructure, has been a hurdle to the growth and development of education. The ecological make-up of the state as a resource-filled frontier, belonging to people who place great importance on their culture and tradition, has framed the backdrop against which they have experienced changes brought about not only by climate change but also by modernization. This poses an important question that this paper aims to answer, which is, what is the role of education in a society with varyingnotionsof sustainabilityshapedby differing experiences?
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