Integrating Ocean Literacy into school programs through extracurricular activities can significantly enhance students’ learning experiences, both in coastal and in non-coastal areas.

Simona Bussotti

1,2*

Inès Borrione

Stefania Pinna

4,5

Marilù Cavallero

, D.A.F.N.E. (Environmental Dissemination and Naturalistic-Ecological Training) Enterprise, Vico del Fico, 82/84 R, Genoa, GE - 16128, Italy

Department of Integrative Marine Ecology (EMI), Stazione Zoologica Anton Dohrn - National Institute of Marine Biology, Ecology and Biotechnology, Genoa Marine Centre, Villa del Principe, Piazza del Principe, 4, Genoa, GE - 16126, Italy

, Moma’ - Ocean Education, Regione Flecchia, 25, Graglia, BI - 13895, Italy

Laboratorio di Ecologia Affettiva, University of Valle d'Aosta, Strada Cappuccini, 2A, Aosta, AO - 11100, Italy

, Capo Spartivento Marine Protected Area, Via Garibaldi, 2, Domus De Maria, CA - 09010, Italy

Awareness of ocean-related challenges has grown considerably in recent years. Since the early 2000s, research in Ocean Literacy (OL), defined as the understanding of the ocean’s influence on humans and humanity’s influence on the ocean, has increased significantly.Nevertheless, despite considerable efforts worldwide and broad support from UNESCO’s Intergovernmental Oceanographic Commission, academics, educators, and policymakers, a fully integrated ‘blue curriculum’ in schools remains an aspirational goal, with Brazil as a notable exception. Moreover, studies reveal a worryingly low level of knowledge.

Here we present two projects, where OL has been successfully integrated into schools’ activities:

The Be_Natural project, conducted in the Liguria region (Italy, NW Mediterranean) focusing on Seafood Literacy. It extends far beyond the simple understanding of the fish nutritional values or creating recipes, but it encompasses a broader scope, such as the understanding of fishery’s ecological impact and marine species ecology. In a 1^st t phase of the project we administered a questionnaire on the above topics to 280 pupils (aged 9-11) of 16 classes. In a 2^nd phase students went in situ in order to reinforce their understanding of concepts. A significant gap in knowledge regarding common local fishes and marine conservation measures was detected.

“An oceanographer in the classroom” project conducted in the alpine province of Biella (Piedmont region), far from the sea. It explored key themes in physical oceanography, marine biology, and sustainability through a combination of theoretical lessons, hands-on experiments, and creative activities, fostering a holistic understanding of ocean systems and the ocean–human relationship. It consisted in a 30-hour project divided into 15 lessons and involving a group of 12 pupils, all aged 8 years.

These projects show that specialized environmental educators significantly enhance educational pathways, supporting teaching efforts contributing to more inclusive and effective learning experiences in both coastal and non-coastal areas.

L’ecologia, tra società, educazione e sostenibilità