Abstract
<jats:p>The article is devoted to examining the frontier phenomenon in the field of education in the Arctic territories in the context of the implementation of the “Concept of Sustainable Development of the Indigenous Peoples of the North, Siberia, and the Far East of the Russian Federation for the period up to 2036”. The purpose of the article is to develop the concept of the Arctic frontier and to identify mechanisms for supporting education, preserving the ethnos and culture of the indigenous peoples, as part of the interaction between mining companies, government bodies, and indigenous peoples in the process of industrial development of these territories, taking into account the social, environmental, and cultural characteristics of the Arctic region. The impact of industrial development in the Arctic; the participation of mining companies in implementing measures to support the social development of indigenous peoples; and the preservation of the ethnic group and culture of the local population have been assessed. The approaches to the implementation of educational programs are systematized, taking into account the regional, environmental, and cultural characteristics of the local population. New forms of indigenous peoples' education have been identified, reflecting the cultural characteristics of the subjects of the educational process, the need to take into account their traditional way of life, the need to integrate traditional knowledge and modern technologies, as well as the development of innovative educational approaches aimed at overcoming digital inequality. The empirical basis of the research consists of the results of Arctic expeditions, analysis of statistical information, as well as a database of the author’s surveys of the local population on the problems of social development of the region. Using the example of the Republic of Sakha (Yakutia), the features of the educational environment in the context of the Arctic frontier are highlighted. The research is based on an interdisciplinary approach that includes elements of sociology, history of education, environmental economics, and ethnography. The research material is of interest to employees of state and municipal authorities of the Arctic territories, representatives of the indigenous peoples of the North and their tribal communities, mining companies in the Arctic region, students, and graduate students of universities.</jats:p>