What happens when students in Northern Manitoba get to solve a problem from their own backyard? At University College of the North (UCN), students in Grades 7 to 12 found out. They took part in the Wildfire Detection with Autonomous Vehicles project during UCN's first-ever Digital Discovery Day. Through coding and hands-on learning, they explored how sensors, automation, and autonomous technology can help detect wildfires and protect the communities they call home.
A Real-World Challenge Close to Home
For these students, wildfire detection is not an abstract topic. The 2025 wildfire season affected many communities and families across Northern Manitoba. Smoke, evacuations, and uncertainty touched the lives of people the students know.
That connection changed the way students showed up to learn. They were not just coding a robot. They were investigating how emerging technologies could support wildfire detection and environmental monitoring in their own region. When learning connects to a challenge students have lived through, engagement follows naturally.
What Students Built and Learned
Working hands-on with coding and autonomous technology, students explored:
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How sensors gather data about the environment
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How automation turns that data into action
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How autonomous vehicles could support wildfire detection and monitoring in remote northern areas
Each step gave students a concrete answer to a question educators hear all the time: "When will I ever use this?" In this case, the answer was right outside the window.
Digital Discovery Day: A First for UCN
The wildfire project was part of a bigger milestone. UCN's first-ever Digital Discovery Day welcomed 52 students in Grades 2 to 12 from Thompson and Nisichawayasihk Cree Nation. The event also marked the launch of the UCN Youth Tech Club, creating a lasting home for technology learning in the region.
Student engagement was exceptionally high throughout the day. Many students left eager to keep building their STEAM skills, and parents and educators asked about future technology programming. That interest is already shaping what comes next for the Youth Tech Club.
"We appreciate Forward Education's support in helping connect coding and technology education to real-world challenges affecting northern communities," shared Gurdeep Jassal of UCN.
Why Place-Based STEAM Learning Works
This spotlight is a great example of place-based learning in action. Place-based learning means connecting lessons to the local community and environment, so students see how their skills apply to real life. Instead of a generic coding exercise, UCN students worked on a challenge rooted in Manitoba's landscape and recent lived experience.
The results speak for themselves: high engagement, curious students, and a community asking for more. For another story of technology education changing what is possible for young people, read our spotlight on Sesugh Gabriel and Project 1 Million Kids.
Key Takeaways
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Students in Grades 7 to 12 explored sensors, automation, and autonomous technology through the Wildfire Detection with Autonomous Vehicles project.
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The project connected directly to Northern Manitoba's 2025 wildfire season, making the learning personal and relevant.
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UCN's first Digital Discovery Day welcomed 52 students from Thompson and Nisichawayasihk Cree Nation and launched the UCN Youth Tech Club.
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Engagement was exceptionally high, with students, parents, and educators eager for more STEAM programming.
Bring Real-World STEAM Learning to Your Students
Want to connect coding and robotics to the challenges your students care about? Explore the Coding for Good Kit and see how real-world projects spark lasting engagement. Visit our Getting Started page to begin.
