The reconfiguration of New Caledonian schools and curricula seems to be essential in times of complex political and environmental changes. It should rehabilitate the memory of the Indigenous Kanak cultures and genealogical itineraries. Six fundamental elements of Kanak culture (éléments fondamentaux de la culture Kanak, or EFCK) are therefore currently integrated into school curricula following their official introduction in 2016 in the New Caledonian Education Project (PENC). Their implementation in schooling contributes to innovative teaching and teacher training techniques and will progressively lead to socioschool rebalancing. The transfer of Indigenous Kanak knowledge into so-called academic contexts can contribute to a greater balance between humans and their environment. Based on qualitative methods in human and social sciences, I will demonstrate the possibilities for teaching Indigenous knowledge and life skills. Examples for the transposition of Kanak knowledge and cultural practices include the Aengeni hnameneng ceremony on Maré island and a yam calendar produced by teacher candidates in their second year of training. I conclude that schools and universities should encourage teachers, teacher candidates, educators, and students to critically reflect the didactic resources of Kanak and Oceanic cultures.