Online or digital education is generally, though not exclusively, grounded in the cultural norms of those who have created that technology. The individuals creating educational technology are mostly from cultures in the “Globalized West” or “Global North.” However, there are millions of students from Indigenous and non-Western cultures who access or who may seek to access online or digital education, and their realities and ways of thinking and being are not represented in digital learning spaces. We have developed processes to work with rural Indigenous communities to create culturally grounded digital educational technology and materials using community-based participatory action research (CPBAR) and Student Voice Research methodologies. While prior research has demonstrated the efficacy of the Culturally Grounded Curriculum Development approach through CBPAR and Student Voice Research in single primary and secondary schools, as well as in individual classes in Universities, this project expands the process to include engaging students district or region-wide in contextualized and culturally grounded digital and hybrid learning experiences. We show how this approach can be in alignment with competency-based education curriculum policy frameworks and the science of learning. We also explore practical as well as axiological/epistemological ICC issues and possibilities of developing digital/hybrid education that is more responsive to, and grounded in, students’ identities and cultures.