Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 43 frequent request was for more Inuit- and Nunavut-specific programming, including Inuktitut. Although the number of comments was low, it could suggest a pattern worth further exploration. Finally, one teacher mentioned an instance in which the only session available on a subject she wanted to cover seemed to be framed from a colonial perspective. Although this was only mentioned once, it echoes the findings from the literature review regarding the ongoing learning required to support the delivery of culturally responsive education. Write-in responses from the teachers' survey included a large number of responses (99% positive) related to the cultural relevance of sessions, largely focused on the access the program provided to Elders and knowledge-holders, and connections with other Indigenous communities across the country. Implementation Assumption #3: Sessions are Interactive Interactivity emerged as a defining and consistently valued feature of the Connected North model. Staff described it as foundational to session design; Content Providers highlighted the techniques and care involved in fostering engagement; and teachers emphasized the benefits of hands-on, responsive approaches that help maintain student focus and connection. Evidence also pointed to the skill and coordination involved—among Content Providers, Connected North staff, and teachers—in tailoring interactivity to the needs of each classroom, with reflections across sources suggesting that session interactivity generally met expectations. Connected North Staff Connected North staff confirmed their understanding of interactivity as foundational to the program model, with sessions designed to be dynamic, participatory, and student-centered, intentionally moving beyond passive viewing toward experiential learning. Staff noted their pride in debunking assumptions that virtual learning equals passivity, explaining that "it's not just kids watching a slideshow," but instead the result of ongoing work with presenters "to revamp and rework and make sure the session is a good experience for the students and the teachers," something that is achieved through practice sessions, feedback loops, and working collaboratively with the classroom teacher. Content Providers In interviews, Content Providers echoed this sentiment, highlighting the range of interactive activities they incorporated into their sessions to encourage active participation rather than