There is a well-documented gap in the systematic treatment of Saami Indigenous issues within Finnish teacher education. Despite national and international commitments to Indigenous rights, cultural sustainability, and educational equity, teacher education programmes in Finland rarely provide students with structured learning opportunities related to Saami history, languages, or pedagogical perspectives. This absence limits the development of culturally responsive teaching practices and undermines broader goals of educational justice. The present study investigates why Saami-related content is largely missing from teacher education and explores how such content could be meaningfully integrated. Our data consist of a group discussion with teacher educators affiliated with teacher education programmes. The discussion focused on three guiding questions: Why do we lack Saami Indigenous content in our program? What barriers prevent its inclusion? And what changes are necessary to ensure its systematic integration? The data are analysed using thematic content analysis. The findings highlight structural, epistemic, and curricular factors that contribute to the marginalization of Saami perspectives in teacher education, alongside concrete proposals for reform. By articulating educators’ perspectives on both the challenges and possibilities for curriculum development, this study advances current debates on how Finnish higher education institutions can operationalize their responsibilities toward Indigenous rights. The results offer actionable insights and potential strategies for embedding Saami knowledge and pedagogical models across teacher education programmes in Finland.

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