Shellfish harvesting holds cultural significance for Alaska Native coastal communities, yet consuming untested shellfish poses serious health risks, with Alaska Natives facing disproportionately higher exposure to shellfish toxins. Traditional knowledge has historically informed risk mitigation, but climate change is altering exposure patterns, diminishing the predictability of exposures and challenging the reliability of traditional practices. In response, the Southeast Alaska Tribal Ocean Research (SEATOR) network—a tribally led initiative—maintains a near real-time toxin data website, while the Sitka Tribe of Alaska has developed culturally grounded environmental education programming to enhance toxin risk awareness and support safe harvesting practices.

This study assesses the impact of a middle school program aimed at increasing awareness of toxin risks, promoting safe harvesting, and encouraging the use of the SEATOR website to check toxin levels. Using the Theory of Planned Behavior (TPB), we evaluated shifts in children’s beliefs and behavioral intentions regarding shellfish harvesting and toxin exposure risk mitigation. Participants included 50 middle school students across three communities in Southeast Alaska—Sitka, Hoonah, and Juneau. Research activities included pre- and post-program surveys and interviews and a one-year follow-up survey.

Using the survey data, we used generalized estimating equation linear regression to investigate pre-post program changes in TPB beliefs and behavioral intentions related to shellfish harvesting and consumption and a specific risk reduction strategy: checking the SEATOR website for toxin levels. We also assessed how changes in TPB beliefs relate to changes in harvesting and risk reduction behavioral intentions. Interviews were intended to contextualize the changes in beliefs and behavioral intentions measured in surveys.

Results indicated pre-post program shifts. Overall, participants reported more positive perceptions and increased behavioral intentions towards shellfish harvesting and checking the SEATOR website, but differences emerged across sites and reported race. Participants’ understanding of the risk reduction strategy and confidence in their ability to check the SEATOR website increased and suggests that encouraging the use of an accessible risk reduction strategy is effective in promoting the adoption of safe environmental and health behaviors. Participants also indicated that family involvement in harvesting shaped perceptions, underscoring the need for family engagement in youth environmental education.

Our findings emphasize that culturally tailored environmental education that integrates risk perception and practical risk reduction strategies within local ecological and cultural contexts can influence children’s safe harvesting intentions. This work suggests the broader applicability of culturally informed ocean literacy programs in promoting public health and environmental stewardship.

How to cite: Roland, H., Kohlhoff, J., Moore, T., Lanphier, K., Pierce, L., Narvaez, J., Yazzie, A., Whitehead, C., Feldpausch, J., and Gribble, M.: Influence of a tribally led children’s environmental education program on shellfish harvesting beliefs and behavioral intentions, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-926, https://doi.org/10.5194/oos2025-926, 2025.

The ocean is critical for climate regulation, biodiversity, and sustaining habitable ecosystems, yet human activities, such as unsustainable consumption and production patterns, increasingly threaten marine environments. Ocean Literacy (OL) seeks to mitigate this issue by enhancing understanding of the human-ocean relationship, promoting informed communication, responsible decision-making, and sustainable behaviors supportive of marine preservation. However, prior research indicates that public understanding of marine issues is limited and often affected by misconceptions. In this study, a comparative analysis of OL among residents and tourists in Mediterranean (N = 405) and Baltic Sea regions (N = 628) is conducted to identify possible regional differences. Using face-to-face surveys, regional ocean-related knowledge, threat perception and general ocean-related behavior are assessed before investigating the influence of ocean-related knowledge on ocean-friendly behavior. The results indicate no significant regional differences in the overall assessment of knowledge or behavior. However, within the knowledge and behavior categories, there is a divergence between higher confidence in general knowledge and lower confidence in specific knowledge, as well as higher scores in low-cost and lower scores in high-cost behaviors. Threat perceptions exhibit regional nuances, particularly in the Baltic Sea regions, where local contexts shape these perceptions. On both the Mediterranean Sea coast and the Baltic Sea coast, a positive correlation was found between ocean-related knowledge and ocean-friendly behavior. The findings reveal valuable insights, showing no major differences in general knowledge, threat perception, or behavior between the two coastal regions. However, understanding regional nuances and variations in ocean knowledge, specific (mis)conceptions, and behaviors may still be essential for developing targeted policy strategies that align with local contexts and values to enhance Ocean Literacy.

How to cite: Stoll-Kleemann, S. and Demmler, R.: Assessing Ocean Literacy in Coastal Tourist Regions: A Comparative Analysis of Knowledge, Perception, and Behavior among Tourists and Residents on the French Mediterranean and German Baltic Sea Coasts, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-549, https://doi.org/10.5194/oos2025-549, 2025.

Seaweed cultivation sustains the livelihoods of more than 6 million people worldwide, including over half a million people in Indonesia. As global production and demand for seaweed products accelerate, so does the urgency to protect wild seaweed populations from the impacts of climate change and habitat loss. A transition to sustainable cultivation could offer a powerful, nature-based, and climate-resilient solution to protect, restore, and enhance global seaweed biodiversity, strengthening marine ecosystems globally. This talk presents the results of a targeted knowledge, attitudes, and practices (KAP) assessment, conducted with 100 seaweed stakeholders in South Sulawesi, Indonesia. Our findings shed light on stakeholder perspectives towards the ecological and community value of seaweeds and their awareness of the factors impacting seaweed biodiversity in the region. We will discuss how these local views and practices align or contrast with global priorities in seaweed conservation. Key insights will reveal effective local actions and strategies that support seaweed conservation, as well as the barriers stakeholders face in protecting seaweed stocks. Through this research, we hope to provide actionable guidance for advancing the sustainable management of seaweeds, that both safeguard marine biodiversity and local livelihoods.

How to cite: Beattie, S., Kambey, C., Lim, P. E., Ambo-Rappe, R., Dahlan, D., and Cottier-Cook, E.: Global Stakeholder Understanding of Seaweed Biodiversity, Conservation, and Restoration - An Indonesian Case Study , One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1023, https://doi.org/10.5194/oos2025-1023, 2025.

In a world where ocean degradation threatens communities and ecosystems alike, fostering a relationship with the ocean rooted in stewardship and diverse knowledge systems offers a pathway to securing ocean health and productivity for future generations. Somos OceanoS (SOS), the oceans programme of Onewater, embodies this approach using its innovative 3-in-1 model, uniting scientific tools, community partnerships and ocean literacy to bring about ocean stewardship and a shared responsibility for the ocean’s well-being. 

Firstly, SOS leverages the Paper Park Index (PPI), a novel tool developed by SOS founder Dr. Veronica Relano, to evaluate the effectiveness of Marine Protected Areas (MPAs) worldwide. The index is instrumental in identifying MPAs that exist only on paper versus those that genuinely contribute to ocean resilience, helping to better inform multi-level ocean management and policy development. For instance, a 2023 study showed that many MPAs experience high levels of fishing activity despite their "fully protected" status, demonstrating the typical characteristics of paper parks. Overall, the PPI identified 55 likely ‘paper parks’ (approximately 30% of the 184 MPAs examined). Notably, 10 of the 11 MPAs with the highest PPI scores were previously identified as having limited protection, highlighting the need for a more comprehensive approach to assess MPA effectiveness and improve ocean management. 

Secondly, SOS complements this scientific tool with a strong, community-driven approach that deepens understanding of the unique connections between coastal communities and their MPAs. For example, to date SOS has produced two documentaries, one in Mexico and another in Argentina, that involved documenting the perspectives of a wide variety of local stakeholders and partners within these communities to encourage them to demand greater equity in MPA management as well as to motivate their participation in decision making processes. These documentaries were shared with both local and international audiences, ranging from informal movie nights in the MPAs to high-profile global events like World Water Week and COP27. By amplifying these voices, SOS not only informs more inclusive and equitable policies but also empowers communities as ocean guardians and essential stakeholders in MPA management. 

Thirdly, SOS promotes holistic ocean literacy by integrating multiple knowledge systems–scientific, local, Indigenous–into hands-on community engagement initiatives. SOS facilitates interviews, intergenerational workshops, youth initiatives, cultural contests (e.g. drawing contests (for children), the photo contest (for teenagers) and the poems (adults)) and roundtables, to empower community members to share their unique knowledge and perspectives while co-learning about marine conservation practices and management strategies. 

SOS will present several flagship activities conducted at both local and global levels that aim to incorporate multiple knowledge systems and foster a more inclusive framework for ocean governance—one that honors cultural connections to the sea and promotes sustainable practices. Through these initiatives, SOS underscores the importance of holistic, participatory approaches that balance scientific insights with the lived experiences of local communities. This approach is essential for effectively conserving marine environments and strengthening the resilience of both ecosystems and the communities that rely on them.

How to cite: Fischer, C.: SOS Somos OceanoS: TRANSFORMING MARINE PROTECTED AREAS, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-387, https://doi.org/10.5194/oos2025-387, 2025.

As an island, the combined area of the Republic of Ireland and Northern Ireland is encircled by the Irish Sea, the Celtic Sea, and the vast Atlantic Ocean, a maritime expanse that shapes the weather, economy, and very identity of the people. The Republic of Ireland alone possesses a marine territory of approximately 880,000 km², nearly ten times the size of its terrestrial area. Its coastline, extending over 3,000 km, reflects the essence of its island nature, with 40% of the population residing within 5 km of the Ocean (CSO, 2016). These factors should provide ideal conditions for a strong marine identity amongst members of society. With individuals having a good understanding, sense of value and empathy for the ocean and our marine spaces and life.  Between 2012-2015, several national and European initiatives such as Sea for Society and Harnessing our Ocean Wealth, created the momentum and support to form an Irish Ocean Literacy Network (IOLN), which would work towards the vision of achieving an ocean-literate society across the island of Ireland. Starting in 2016, the IOLN aspired to serve as a central contact and dissemination point, supporting initiatives and collaboration opportunities among its members and providing a platform for engagement with relevant stakeholders. Over the last eight years, the Network has been transformed from an informal organisation into a company limited by guarantee (CLG). In 2021, an external review of the Network was conducted, and feedback on its structure and actions was provided by 24 members. In response to this review, along with input from the steering committee, a new strategy, vision, mission, and governance structure for the Network was established. This newly formalised Network aims to develop an all-island community of practice, focusing on local initiatives that respond to a range of drivers, such as climate change, population growth, loss of habitat and biodiversity, sea-level rise, blue growth initiatives, and collaborative actions to influence marine policies. The Network’s approach has also evolved from the traditional science-based ocean literacy definition, first developed in the 2000s (NMEA, 2020), to a more multifaceted definition based on human–ocean connections within the social sciences (Kinley et al., 2023). This presentation will outline the evolution of the IOLN and its journey over the last eight years. It will explore the role National Networks can play within and beyond the Ocean Decade. It will provide examples and recommendations to help inform other like-minded communities who would like to establish Ocean Literacy Networks in their country or region.

How to cite: Burke, N., Heaney, S., Hunt, L., Joyce, J., Kindlon, D., Marra, M. V., Mc Ilvenny, H., Mc Hugh, P., Wall, D., Wilson, A., and Whyte, D.: Establishing a National Ocean Literacy Network: a case study from the Island of Ireland, and the evolution of the Irish Ocean Literacy Network (IOLN) from 2016 to 2024., One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-647, https://doi.org/10.5194/oos2025-647, 2025.

A decade of datafication in global governance has fueled a shift from "more data" to "data for action," emphasizing the need for evidence-based decision-making to drive meaningful change. However, despite the United Nations' Ocean Decade initiative's focus on science-based action for ocean sustainability, current methodologies often fail to account for the emotional and irrational aspects of human behavior that influence decision-making. This gap hampers the ability to translate existing knowledge and public awareness into actionable solutions.

This abstract introduces the concept of "affective bureaucracies," a pioneering framework that integrates artistic practices and emotional engagement into bureaucratic processes. Central to this approach is the recognition that expertise and creativity already exist within the lived experiences of ordinary citizens and civil society. Affective bureaucracies not only amplify these voices but also cultivate new ways of engaging and drawing on collective knowledge. By creating interactive interfaces that elevate local voices, this approach redefines governance as an inclusive and adaptive process, fostering empathy and imagination to tackle the complexities of ocean sustainability.

Two case studies illustrate the practical application of this framework. The first, conducted with the Port Authority in Santander, Spain (October–December 2024), engaged citizens, civil society, and stakeholders across science, policy, and art in meaningful dialogue and participatory action. The second, set in Burgas, Bulgaria, will begin its first phase in Spring 2025, further exploring the intersections of community engagement, artistic intervention, and policy development. Both case studies are supported by local governance actors such as mayors, city councils, and port authorities, as well as prominent art institutions including Santander Creativa, TBA21, fluent, and others. These activities leverage the unique infrastructures of ports as spaces for innovation and collaboration, demonstrating the transformative potential of affective bureaucracies.

Platforms like Organismo and the Ministries of the Ocean exemplify the interdisciplinary collaborations required to operationalize this framework. By combining art, education, and science, these initiatives explore new methods for engaging communities in decision-making and policy implementation.

In conclusion, affective bureaucracies offer an innovative pathway to bridge the gap between knowledge and action. This framework invites scientists, policymakers, artists, and communities to collaborate in fostering more empathetic and impactful responses to the urgent challenges of ocean sustainability.

How to cite: Welsch, W. and Casado, R.: Innovating Ocean Governance: Affective Bureaucracies and the Wisdom of Lived Experience, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1136, https://doi.org/10.5194/oos2025-1136, 2025.

Rapidly changing climate, economies and social contexts mean that coastal communities are facing a period of inevitable transition over the coming decades. Ocean literacy is now widely accepted as an essential element in addressing and accepting the challenges we face, and is recognised in the UN Ocean Decade White Paper, specifically Challenge 10: Restoring society’s relationship with the ocean. The EU Horizon EmpowerUs project promotes ‘socio-economic empowerment of coastal communities as users of the sea to ensure sustainable coastal development’. The project has been working with coastal communities at Transition Coastal Laboratories in six European countries Bulgaria, Cyprus, Finland, Ireland, Norway and Spain to identify the biggest transitioning challenges each faces. These include engaging home-owners in water management to save local fish stocks, and helping island communities to minimise outmigration and mitigate from the resultant infrastructure breakdown related to small isolated communities. Traditionally, ocean literacy or marine education may have been considered as outreach or awareness raising for challenges like these, but we ask ‘How can ocean literacy aim to empower communities to feel like they can have justice in their transitioning needs?’.  Underpinned by a blue justice framework, individuals across the EmpowerUs communities were asked about their feelings of justice in meeting their transitioning needs. An established framework comprising ten dimensions known to influence ocean literacy was then used to drive marine educators and practitioners in each community to question how they can move beyond outreach (pushing traditional knowledge and awareness), to ensure that the activities developed maximised their contributions to the other eight other dimensions known to affect ocean literacy. The framework was then applied to evaluate how the EmpowerUs project strategically considered targeting empowerment of both blue justice in a context of coastal transitions, and different elements known to affect society’s relationship with the ocean. We present our novel approach together with the challenges of working across diverse perspectives with the Leaving No-One Behind principle. 

How to cite: Morris-Webb, E., Kindlon, D., Borklund, C., Daae Steiro, V. M., and Bjørkan, M.: How strategic ocean literacy can be used to empower coastal communities in their transitions , One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1375, https://doi.org/10.5194/oos2025-1375, 2025.

The ocean economy is expanding rapidly as a driver of global economic growth, but this expansion often comes at a high cost to coastal communities. These communities bear the burdens of environmental degradation, displacement, and human rights violations due to longstanding marginalization and exclusion from decision-making processes. In response, many coastal communities – recognized as ocean defenders - are organizing to resist these impacts using diverse mechanisms, including communication campaigns, legal actions, and advocacy for fair compensation from governments and corporations. However, significant power imbalances challenge the success of these resistance efforts, making the support of allied organizations, such as grassroots networks, funders, non-profit legal organizations, researchers and network of academics, journalists, human rights institutions, and NGOs, essential. Despite this need, the role and potential impact of allied organizations remain understudied.

In this context, we present findings from semi-structured interviews with ocean defenders and representatives from allied organizations worldwide. Our findings, grounded in the lived experiences and needs of ocean defenders and their allied organizations, highlight the importance of cross-sectoral collaboration and the value of diverse knowledge systems for addressing human rights issues in the ocean context. By showcasing these experiences, we underscore the mechanisms coastal communities use to protect their livelihoods, which align with the right to a healthy ocean and sustainable management practices. Additionally, considering the struggles rooted in power imbalances and unjust economic practices, this talk invites listeners to reconsider current ocean governance approaches and identify leverage points for more inclusive and respectful models that strive toward sustainable development. We conclude with key recommendations for enhancing collaboration and support for ocean defenders, emphasizing how allied organizations can effectively bolster coastal communities’ resistance efforts. 

How to cite: López de la Lama, R., Bennett, N., and Le Billon, P.: Strengthening Allied Support: Enabling Ocean Defenders' Resistance Efforts to Human Rights Violations in the Ocean Economy, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-101, https://doi.org/10.5194/oos2025-101, 2025.

The world’s oceans are facing ever-greater resource extraction, pollution and habitat destruction, while also attracting ever-more entrepreneurial interests. At the same time, there are insufficient ‘blue skills’ to support a sustainable, well-informed ocean-based economy. To protect, restore and interact responsibly with the ocean, the world needs more people trained in ocean conservation, communication, research and technologies.

Many coastal communities, especially those in small islands and developing countries, suffer from a lack of educational, training and employment opportunities for its young people and scientists. Often, these are also the communities that suffer the most from unsustainable ocean interactions and the global lack of scientific understanding about our seas. 

In this context, we are developing training academies and international collaborations in the hopes of providing the next generation of scientists, technicians, entrepreneurs, communicators and policy-makers with the tools they need to navigate their own ocean-positive careers. Although in early stages, we believe these initiatives have the potential to support stronger ocean-based economies, foster greater cross-border collaborations and create more resilient coastal communities. 

In Madeira, we have already begun our journey towards this vision with the Blue Skills Academy (Academia Azul). The Blue Skills Academy is a Madeira-based initiative to help young people, particularly those from socially disadvantaged backgrounds, attain essential career skills related to the blue economy. Aligned with SDG 14 (Life Below Water), SDG 4 (Quality Education) and the International Union for Conservation of Nature (IUCN) mission, the Academy addresses challenges of ocean pollution, climate change, invasive species, biodiversity loss and habitat destruction through vocational training. The Academy also redresses Madeira’s brain drain by inspiring young people to reimagine career opportunities within its extensive ocean territory. 

The Ocean Science in East Africa Network (OScEAN) is another program under development aimed at aiding skills and knowledge sharing, this time across the North-South divide. Designed in a partnership between MARE-Madeira and the IUCN and in line with priorities highlighted by the Western Indian Ocean Marine Science Association (WIOMSA), this network and training program hopes to inspire the next generation of East African marine scientists. This initiative combines technical training and staff exchanges with leadership and community engagement, equipping emerging scientists across East Africa with the skills to address both local and global marine challenges. By prioritizing low-cost solutions and accessible research tools, OSsEAN seeks to democratize marine science, making quality research and monitoring attainable for more communities in Africa.

These two programs, working together, are an important step towards a more equitable future of knowledge sharing, skills training and ocean-positive activities in small islands and developing countries. We hope to inspire more regions and institutes to work with us or develop their own programs, helping create a global, connected community of ocean champions for generations to come.

How to cite: Canning-Clode, J., Dinis, A., Andrade, C., Esson, D., Alves, F., G. Monteiro, J., KM Gueroun, S., Mossae, B., and Tuda, A.: Building Blue Futures: Empowering the next generation of ocean champions in small islands and developing countries, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1332, https://doi.org/10.5194/oos2025-1332, 2025.

Being part of education for sustainable development, ocean literacy and climate change education (CCE) are crucial components to the success of the 17 SDGs (Ferreira et al., 2021). Ocean literacy fosters an understanding of how the ocean impacts human lives and, conversely, how human activities affect the ocean (Santoro et al., 2018). Meanwhile, CCE encourages students to develop knowledge and soft skills essential for discussing and implementing mitigation and adaptation strategies related to climate change (Stevenson, Nicholls & Whitehouse, 2017).

Our research aims to shed light on the scientific and pedagogical treatment of climate change and the ocean in school textbooks in France. In the educational scenario, school textbooks play a pivotal role in promoting both ocean literacy and CCE, as they serve as a central tool for bringing the curriculum to life (UNESCO, 2024). These educational resources are purposefully designed as integral parts of the learning process, enhancing teaching effectiveness (Gérard & Roegiers, 2009). However, ocean literacy and CCE appear to be insufficiently examined and understood in school textbooks, particularly regarding their contributions to teaching and learning (Bonilla & Quesada, 2024; Mogias, Boubonari & Kevrekidis, 2021; Román & Busch, 2016). Previous work suggests that greater attention should be given to the validity of the causes of climate change to avoid misconceptions, that well-established knowledge and concepts should be presented with the due evidence-based, and that progressively more complex activities addressing national impacts and solutions should be introduced in higher grades.

A mixed-methods approach is used for the evaluation: 1) quantitative analysis of the number of pages, words, and iconographic representations of climate change and the ocean for each schoolbook analyzed and for the integrality of the corpus chosen; 2) qualitative analysis of the scientific knowledge (validity, level of certainty, etc.) presented in the schoolbooks.

We propose a study with significant importance to the French school context. The ambition is to provide recommendations on the treatment of climate change and the ocean in school textbooks towards high quality education resources.

References

Bonilla, D., & Quesada, B. (2024). Climate change content in Colombian schoolbooks. Environmental Education Research, 1–32. https://doi.org/10.1080/13504622.2024.2309592

Ferreira, J. C., Vasconcelos, L., Monteiro, R., Silva, F. Z., Duarte, C. M., & Ferreira, F. (2021). Ocean literacy to promote sustainable development goals and agenda 2030 in coastal communities. Education Sciences, 11(2), 62.

Gérard, F. M., & Roegiers, X. (2009). Des manuels scolaires pour apprendre. De Boeck Supérieur.

Mogias, A. ; Boubonari, T., & Kevrekidis, T. (2021). Examining the presence of ocean literacy principles in Greek primary school textbooks, International Research in Geographical and Environmental Education, 30:4, 314-331, DOI: 10.1080/10382046.2021.1877953

Román, D., & Busch, K. C. (2016). Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks, Environmental Education Research, 22:8, 1158-1180, DOI:10.1080/13504622.2015.1091878

Santoro, F., Selvaggia, S., Scowcroft, G., Fauville, G., & Tuddenham, P. (2018). Ocean literacy for all: a toolkit. UNESCO Publishing.

Stevenson, R.B., Nicholls, J. & Whitehouse, H. (2017). What Is Climate Change Education?. Curric Perspect 37, 67–71. https://doi.org/10.1007/s41297-017-0015-9

UNESCO (2024). Greening Curriculum Guidance: Teaching and Learning for Climate Action. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000390022?posInSet=1&queryId=09d6a944-d19a-4c39-84b6-7b98784b6b68

How to cite: Rosolen, S., Guilyardi, É., Quesada, B., Demoli, Y., Klein, S., and Pasquinelli, E.: Climate Change and the Ocean in School Textbooks in France, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1206, https://doi.org/10.5194/oos2025-1206, 2025.

The "Global Participatory Science Initiative for Ocean" is an ambitious, innovative citizen science project that combines environmental data collection and scientific analysis with gamification elements to engage global citizen participation. This initiative aims to overcome the unique challenges of ocean research—including accessibility, data flow automation, and large-scale citizen engagement—by leveraging a collaborative, open-source technical and educational infrastructure. This presentation will outline the project’s key components, strategic partnerships, and technical innovations that will drive its successful implementation, impact, and long-term sustainability.

The initiative is supported by a consortium of diverse scientific and technological partners. Organizations such as Terraforma (CNRS, INRAE, CNAM…) contribute to trusted citizen metrology through advanced sensors that allow precise, real-time data measurement and transmission. Oceanographic research institutes—including IFREMER, the Oceanographic Museum of Monaco, the CNRS Station in Saint-Jean Cap Ferrat, and the Scripps Institute of Oceanography in San Diego—enhance the project with their expertise in oceanography and research infrastructure. NGO Objectif Sciences International plays a key role in mobilizing and building the capacity of citizens worldwide, while Massively Multiplayer Online Science and the McGill University School of Computer Science handle the video game programming to enable large-scale data processing. Additionally, collaboration with video game companies such as CCP Games (EVE Online) will expand the project’s reach and engage a global community via gaming platforms. This network of multiple partnerships forms a unique structure aiming to democratize access to ocean research, notably through gamification features integrated into a dedicated mobile application.

This initiative employs advanced environmental data collection techniques, such as flow cytometry for quantifying microorganisms and environmental genomics approaches for sequencing microbes in water samples. These cutting-edge methods, combined with engaging gaming elements and participatory research activities, enable citizens to play diverse roles in scientific projects—from collecting samples in coastal waters to analyzing data through mobile gaming applications.

The challenges and solutions presented here address logistical constraints of data collection in open waters, the automation of data flow between citizens and scientists, and the long-term commitment of scientific and logistical partners for technical and operational support. Designed to be reproducible and adaptable for other citizen science initiatives, this open-source project is made available to the scientific community. It encourages innovation and collaboration on oceanic issues, transforming citizens into active contributors to scientific research and ocean preservation.

How to cite: Egli, T.: Global Participatory Science Initiative for Ocean: An Innovative Multi-Partner Project for Ocean Data Collection and Analysis through Gamification and Participatory Citizen Science, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-367, https://doi.org/10.5194/oos2025-367, 2025.

This presentation will explore how marine citizen science, exemplified by the innovative Plankton Planet pilot project, fosters ocean and plankton literacy. Plankton Planet engages sailors and Sorbonne University master’s students in scientifically rigorous protocols to collect plankton samples from the high seas, aiming to map plankton biodiversity on a global scale. Distinct from most marine citizen science initiatives, this project’s unique focus on plankton—a crucial yet often-overlooked component of marine ecosystems—coupled with its complex sampling protocols, gives participants an in-depth understanding of marine biodiversity.

Semi-structured interviews reveal that participants gain valuable insights into the ocean and plankton’s ecological roles, while also developing emotional connections, or “emoceans,” sparked by their encounters with plankton. The study identifies four core factors that foster ocean literacy in marine citizen science: active scientific participation, public knowledge-sharing, robust training, and a collaborative approach. Although complexity and pilot-stage limitations present challenges, these factors collectively lay the groundwork for “marine citizenship.” Participants emerge as engaged advocates with the capacity to influence sustainable marine governance, highlighting Plankton Planet’s potential to empower citizens beyond data collection and inspiring them to actively engage in ocean stewardship.

How to cite: Josselin, E.: Advancing Ocean and Plankton Literacy through Marine Citizen Science: Insights from the Plankton Planet Project, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-211, https://doi.org/10.5194/oos2025-211, 2025.

This research introduces an innovative methodological approach to measuring social progress in coastal communities by integrating a "Blue Dimension" into the traditional Social Progress Index (SPI) framework, creating a comprehensive social-environmental measurement tool. The study focuses on coastal communities in Costa Rica and Panama, incorporating local knowledge systems while emphasizing ocean responsibility and stewardship. The enhanced Blue-SPI framework maintains the original three dimensions of Basic Human Needs, Foundations of Well-being, and Opportunities, while adding a fourth dimension of Blue Sustainability that captures marine-coastal relationships through four key components: coastal governance and management, blue economy, sociocultural connections with the ocean, and climate change adaptation and resilience. Through household surveys in coastal communities across both countries, this research develops an integrated measurement system that bridges the gap between social and environmental indicators, going beyond traditional economic metrics to assess community well-being and environmental stewardship. The methodology synthesizes quantitative metrics with qualitative assessments of traditional ecological knowledge, creating a holistic evaluation framework that acknowledges the intricate relationships between social progress and ecosystem health. Initial findings suggest that the integration of social and environmental systems in measurement frameworks provides a more accurate representation of coastal community well-being, revealing how marine resource sustainability directly influences so, nterventions that promote social progress while ensuring the protection and sustainable use of marine-coastal resources. The study contributes to the growing body of work on alternative progress measures while specifically addressing the unique challenges and opportunities presented by the social-ecological systems in Central American coastal regions.

How to cite: Rodríguez, M. and Garcia, J.: Integrating Social-Environmental Systems in Coastal Well-being Assessment: A Blue Dimension Enhancement to the Social Progress Index in Costa Rica and Panama, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-687, https://doi.org/10.5194/oos2025-687, 2025.

The Backyard Buoys™ project (www.backyardbuoys.org) is empowering Indigenous and coastal communities with tools to gather and interpret wave data, enhancing their capacity for climate resilience and blue economy initiatives. While a parallel presentation will emphasize local stewardship and co-design, this session focuses on Backyard Buoys’ commitment to educating new generations through the hands-on use of low-cost, scalable marine technology. Engaging younger participants from these historically underserved communities in ocean science not only builds technical skills but fosters a lasting connection to their coastal environments, a necessity as climate change accelerates shifts in ocean conditions and wave predictability.

Through partnerships with regional ocean observing networks and the U.S. Integrated Ocean Observing System (IOOS), Backyard Buoys facilitates the co-design of training programs and educational resources, emphasizing accessibility and relevance. Community members, particularly youth, gain experience deploying, managing, and analyzing data from buoys tailored to local needs. Complemented by Indigenous Knowledge, these programs deepen understanding and enhance participation in data-driven decision-making for sustainable ocean stewardship.

By investing in future generations, Backyard Buoys aims to cultivate a lasting framework for community science, blending modern technology with traditional knowledge to build a resilient coastal future. This presentation will outline the project’s strategies and resources to educate, inspire, and empower the next wave of coastal innovators.

How to cite: Boulay, S., Newton, J., Wisdom, S., Iwamoto, M., Carini, R., and Watson, J.: Backyard Buoys: supporting the next generation of citizen ocean scientists, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-813, https://doi.org/10.5194/oos2025-813, 2025.

To protect the world's largest ecosystem, we require the world's largest team. Unfortunately, issues of inequity have hindered our progress towards a just and healthy ocean. Here, I elucidate some of the fundamental issues of inequity in marine sciences and conservation, systemic issues that are holding us back from successfully driving change for our planet. These include parachute science and a dismissal of local and indigenous knowledge systems. I will highlight some key actions that can be taken by research communities, funding agencies, institutions and publishers that can shift existing inequities and ensure positive forward progress. These include actions around reshaping education, perceptions, attitudes, and working environments; rebalancing partnerships and collaborations; science analysis and publication; strengthening capacity and networking, and public engagement. I will also instigate a conversation around issues of inequity that have thus far not been discussed extensively, including increasing access to the ocean, pay-to-volunteer/volunteer programmes, persons living with disabilities and passion exploitation in an effort to invite others to contribute to this important conversation. Ultimately, the challenges of our ocean stem from systemic issues that if addressed, will significantly shift our current trajectory. 

How to cite: de Vos, A.: Towards equity in ocean science and conservation, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1540, https://doi.org/10.5194/oos2025-1540, 2025.

First introduced in the early 2000s, the concept of ocean literacy has undergone a significant evolution in recent years. Increasingly positioned as a mechanism for change across ocean governance, this is evidenced particularly through the inclusion of the concept within United Nations Ocean Decade's goals and Challenge 10 outcomes. Since its inception and building on early definitions of ocean literacy and its formal education roots, there has been increasing recognition of a range of additional dimensions which contribute to an individual or collective sense of ‘ocean literacy’. Drawing on a rapidly emerging landscape of ocean literacy research, this presentation explores the evolution of the concept of ocean literacy, highlighting multiple dimensions including knowledge, communication, behaviour, awareness, attitudes, activism, ‘emoceans’, access and experience, and more. Further, the talk presents an overview of current ocean literacy research, identifying gaps in knowledge and understanding, and crucially, highlighting opportunities for future collaboration and initiatives needed to foster ocean literacy as a global societal outcome, benefiting both people and the ocean.  

How to cite: McKinley, E., Shellock, R., Fullbrook, L., Burdon, D., Cvitanovic, C., Martin, V., and Kelly, R.: The evolution of ocean literacy: from education to ‘emoceans’., One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1004, https://doi.org/10.5194/oos2025-1004, 2025.

A key element of Ocean Literacy is fostering ocean-friendly behavior to mitigate human impacts on marine ecosystems. Although self-efficacy and responsibility attributions are known to influence pro-environmental behaviors, research in the marine context remains limited. This study addresses this gap by examining the self-efficacy beliefs of tourists and residents of the French Mediterranean coast (N = 405) regarding their ocean-friendly behavior and responsibility attributions for ocean conservation. Data were collected through face-to-face interviews in Hyères and the Giens Peninsula, France. Statistical analyses showed that individuals with strong ocean-preserving self-efficacy reported significantly higher engagement in ocean-friendly behavior. Age showed a minor but significant negative correlation with self-efficacy beliefs. Self-efficacy and gender were significant predictors for attributing responsibility. However, this appears to apply only to the responsibility attributed to individuals, locals and tourists and the institutions of the European Union. Finally, a significant positive correlation between responsibility attribution and ocean-friendly behavior was observed only for responsibility assigned to industry and businesses. The findings underscore the role of self-efficacy in promoting ocean-friendly behaviors and suggest that tailored interventions—considering factors such as gender and age—along with addressing varying attributions of responsibility, could enhance conservation efforts among coastal residents and tourists in France.

How to cite: Demmler, R. and Stoll-Kleemann, S.: Enhancing Ocean-Friendly Behavior: The Role of Self-Efficacy and Responsibility Attributions among Residents and Tourists on the French Mediterranean Sea Coast, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1283, https://doi.org/10.5194/oos2025-1283, 2025.

Traditional barriers to public engagement in sustainable ocean practices often stem from a lack of awareness, education, and most important inclusion of the general society. In Colombia, this can be linked to a scarcity of economic as well as educational resources that are available in Spanish. Additionally, only around 4% of Colombians are proficient in English, which inhibits access to the majority of the world’s published ocean scientific literature and dialogue [1]. These factors preclude access to educational and employment opportunities and international sustainability initiatives such as the UN Ocean Decade. For many, such lack of exposure gives rise to an inability to internalize the impact of individual actions on the health of marine ecosystems, for better or for worse. This leads to a disengaged citizenry unable to recognize their belonging and place in a sustainable ocean future.

To address these challenges, a Colombian National Node of the Early Career Ocean Professionals (ECOP) Programme of the UN Decade of Ocean Science for Sustainable Development was established in November 2024. The Node seeks to improve Colombians’ relationship with the ocean by accelerating the sustainable use of Colombia’s coastal, riverine, and maritime resources through grassroots scientific discovery, technology innovation, training, mentoring, ocean literacy initiatives, and public outreach.

In this work, we describe the activities conducted during the first six months of the Node’s existence. These include multiple meetings to establish the organization, mission, vision, and potential working groups; the design and application of a survey to identify the challenges and needs faced by Colombian ECOPs; and, based on the results, the development of a strategy to address these issues through collaborative efforts. The goal is to build and strengthen a network where professionals, stakeholders, and societal actors can participate with a common objective: to understand and protect our oceans and their resources while incorporating the needs of coastal and underrepresented communities.

[1]https://web.archive.org/web/20140508065205/http://www.colombiestad.gov.co/index.php?option=com_content&task=view&id=353&Itemid=90

How to cite: Bermudez, J., Baghdady, J., and Di Filippo, J.: ECOP Colombia: A First Look at Strengthening the Nation’s Sustainable Maritime Capacity through Science, Training, and Professional Development in the Context of the UN Ocean Decade, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-913, https://doi.org/10.5194/oos2025-913, 2025.

The Lionfish (Pterois volitans/miles), native to Asia, is classified under Executive Decree No. 39627-MINAE-MAG-TUR as a dangerous predator due to its highly effective hunting strategies, such as camouflage, ambush, and prey trapping. It feeds on juvenile fish, lobsters, and crustaceans, threatening Costa Rica's fisheries. The species has rapidly adapted to the country's waters and is capable of laying up to 60,000 eggs every four days, causing its
population to explode and negatively impacting local marine ecosystems. Furthermore, its venomous spines pose a danger to humans, causing severe pain when they puncture the skin.

According to the Executive Decree No. 39627-MINAE-MAG-TUR, the Lionfish is recognized as an invasive exotic species, defined as one that, when introduced outside its natural geographic range, competes with, preys upon, or disrupts native species, leading to habitat changes and threatening biodiversity.

The Lionfish has become a major environmental challenge in the Southern Caribbean of Costa Rica. Since its introduction in 2009, this invasive species has caused severe damage to local fish populations, lobsters, and snapper. To combat this, the government issued a decree recognizing the need to control the species, and local stakeholders have organized annual tournaments since 2013 aimed at eradicating it. These tournaments, such as the
Lionfish Fishing Tournament organized by the Southern Caribbean Artisanal Fishermen's Association (ASOPACS), provide a structured effort to capture and remove the species, helping reduce its environmental impact.

The tournament is not only a fishing competition but also serves as a platform for raising awareness about the dangers of the Lionfish invasion. Through these events, local communities gain a deeper understanding of the issue and the necessary actions to mitigate the damage. The Lionfish's rapid spread is a significant risk to Costa Rica's fisheries and the health of the Caribbean marine ecosystem, which in turn affects the local economy due to reduced fish stocks that are vital for both tourism and local consumption. 

The Coastal Interdisciplinary Program (PIC) of the National University of Costa Rica has been involved in strengthening local organizations since 2022. It has formed partnerships with local actors to help combat the Lionfish invasion through various activities, including event logistics, volunteer coordination, the creation of promotional materials, obtaining permits for divers, managing finances from sales, and supporting the ASOPACS initiative.
PIC has also contributed to raising awareness and engaging local coastal communities in this conservation effort.

The support provided by a program like PIC is crucial for organizing and planning every detail of the tournament, from logistics to promotion. This includes defining the tournament format, creating schedules, allocating resources, and coordinating teams and volunteers to ensure the event runs smoothly and successfully. 

References

Costa Rica, Gobierno del Bicentenario (2016) “Se crea comisión para control y aprovechamiento del pez león” 

Decreto Ejecutivo No. 39627- MINAE–MAG-TUR. Creación de la Comisión Nacional para el Manejo, Control y Aprovechamiento del Pez león en Costa Rica. ALCANCE DIGITAL N° 89.— La Gaceta Nº 106, 2016. 

Patricia Blanco Picado (2015). Oficina de Divulgación e Información UCR. Invasión del pez león al Caribe Perfil de un asesino serial. 

How to cite: Chavarría Mena, S. and Rizo Midence, K.: Marine Conservation and Local Alliances: The Impact of the Coastal InterdisciplinaryProgram (PIC) in the Fight to Eradicate the Lionfish Plague in the Caribbean Sea of CostaRica, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-261, https://doi.org/10.5194/oos2025-261, 2025.

The participation of stakeholders in the design of fisheries policy instruments has emerged worldwide as good governance practice to ensure that policies are context-specific, address local needs and ecological realities, and, consequently, foster effective fishery management. We used an interdisciplinary perspective from policy science, institutional economics, and sociology to challenge this common view in least developed countries through a case study in Madagascar. We examined the co-production process (conception, development, and implementation) of small-scale fishery policy instruments addressing fishing and market processes using semi-structured interviews with representatives of local communities, the fishery sector, environmental non governmental organizations, research, and government bodies in 2021-2022. The results showed that participation of non-state stakeholders was significant primarily in the initial policy conception phase although local communities made a smaller contribution than other influencing agents (i.e., NGOs, experts, exporting companies). We also found that the final content of most policy instruments was changed with limited participation and/or lack of transparency, while decision-making largely remained under state control. The paper highlights the complexity and hidden aspects of apparent inclusive governance in small-scale fisheries in the South. To develop sustainable and actionable solutions to wicked resource use problems, efforts should extend beyond opportunistic consultation to ensure meaningful contribution of local actors and incorporate both local and scientific knowledge into the decision-making process through transparent institutions.

How to cite: Léopold, M., Razafimalala, N., Queste, J., Razanakoto, T., and Rabemananjara, Z. H.: The hidden side of the co-production of small-scale fishery policy instruments, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1163, https://doi.org/10.5194/oos2025-1163, 2025.

As marine ecosystems face mounting pressures from overfishing and climate change, promoting sustainable seafood consumption has become essential for ocean conservation. The SEA2SEE project, co-funded by the European Union, aims to foster responsibility and respect for ocean resources by integrating multiple knowledge systems to build a comprehensive seafood literacy program that engages and informs consumers, using blockchain technology to trace the seafood products. Using traditional and digital learning tools, we connect citizens, educators, scientists, and digital innovators to bridge knowledge gaps and encourage sustainable choices rooted in scientific understanding and cultural appreciation. Key activities in this project include interactive, community-based seafood literacy sessions. These encompass collective intelligence workshops, where participants co-create solutions and discuss responsible seafood consumption practices. In addition, experiential seafood show-cooking sessions allow participants to explore seafood preparation techniques, origins, and ecological impacts in a hands-on way. Museum visits with scholars further enrich this experience, connecting historical perspectives on seafood consumption with contemporary conservation issues. Finally, guided fish tastings emphasize mindful consumption and help participants develop awareness of the variety and seasonality of seafood in a sustainable context.

To extend the reach of these initiatives beyond local communities, we have developed a Massive Open Online Course (MOOC) dedicated to improving seafood literacy. This course provides accessible educational resources for a global audience, covering topics such as sustainable fishing practices, ocean governance, how aquaculture systems work, ocean literacy and guides for responsible seafood consumption. Through this digital platform, we aim to create a lasting impact by equipping individuals with knowledge that enables informed, responsible consumption choices on a larger scale. In parallel, we organized a hackathon that focused on enhancing the quality and accessibility of seafood data for consumers. This event gathered students from a wide range of fields (biology and technology, data science, economy, amongst others) to develop adaptable tools to improve transparency and knowledge of seafood value chains using blockchain technology. 

This ongoing project highlights the importance of integrating diverse knowledge systems, from local and experiential insights to cutting-edge digital innovation. By bringing together multiple perspectives, we create a holistic approach to seafood literacy that encourages individual responsibility and collective action. As we continue the project, we seek to inspire a more profound respect for marine biodiversity and build a committed community of informed seafood consumers. The outcomes of this project demonstrate the potential for knowledge systems integration to support ocean conservation efforts and contribute to a sustainable future for seafood resources.

How to cite: Zorrilla, J. and Corbera, M.: Trace and Taste: actions to improve seafood literacy and responsible consumption, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-502, https://doi.org/10.5194/oos2025-502, 2025.