Diana Payne, David Christopher, and Carolyn Scheurle
Ocean Literacy began as a campaign in the United States to infuse ocean science content into science education standards - where such content, not only in the US, was virtually non-existent. Because this effort was hyper-focused, the scientists, educators, and policy makers forming the core of the movement could not have foreseen the global impact of Ocean Literacy. While the original intent of ensuring all students knew and understood the basics of ocean science was necessary, the need for a broader understanding of the importance of the Ocean to everyone on planet Earth is critical.
Today, Ocean Literacy encompasses natural and social sciences, research and society, communications and outreach, as well as formal and non-formal education. Originally defined as an understanding of the Ocean’s influence on you and your influence on the Ocean, social science research indicates an expanded definition is necessary, inclusive of multiple dimensions and different ways of “knowing” the Ocean. These important scientific insights play a critical role in helping government officials and society make better informed decisions regarding the Ocean and its resources.
As noted in Ocean Literacy Principle 1 and the title of the One Ocean Science Congress, Earth has one big Ocean. It is a major influence on weather and climate, and makes Earth habitable. Although largely unexplored, the Ocean supports a great diversity of life and ecosystems. And the Ocean and humans are inextricably interconnected. Be it plastic pollution, the changing climate, or overfishing, harmful behaviors can lead to significant impacts on the overall health of humans and the Ocean. But the Ocean is also an incredible resource regarding culture, inspiration, and recreation. It is incumbent upon this Congress to utilize all of its collective scientific knowledge to further support the efforts of the third UN Ocean Decade conference, the UN Decade of Science for Sustainable Development, and Sustainable Development Goal 14. The foundation of all of these efforts is an Ocean Literate society.
How to cite:
Payne, D., Christopher, D., and Scheurle, C.: Ocean Literacy: Past, Present, and Future, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-723, https://doi.org/10.5194/oos2025-723, 2025.
The blue economy concept that gained popularity after the 2012 UN Conference on Sustainable Development (Rio+20) has since been advocated by public and private actors as well as environmental non-governmental organisations. Defined as “the sustainable pursuit of economic activities resulting from the exploitation of coastal and marine resources” (Germond-Duret and Germond, 2022) the blue economy concept has raised both hope and concerns: hope that environmental protection will be at the heart of (economic) activities at sea; and concerns that it will facilitate further unsustainable exploitation of coastal and marine resources. It can be seen as being part of a wider “blue acceleration” process, “a race among diverse and often competing interests for ocean food, material, and space” (Jouffray et al., 2020).
The academic literature as well as policy and legal documents on the blue economy, almost non-existent a few years ago, is now burgeoning. However, it remains an ambiguous and contested concept, and further work is needed to address the place of environmental protection within the blue economy, the role of communities in this process, and the potential human and social costs of additional economic activities at sea. As research on the blue economy expands and as stakeholders further exploit coastal and marine resources, it is critical to deepen our understanding of how the blue economy can be just and fair.
Deploying corpus linguistic analysis this paper will examine the existing academic literature as well as policy and legal documents on the blue economy published by governments, civil society, regional and international organisations to investigate:
(1) to what extent traditionally overlooked stakeholders, such as coastal communities, are represented in the academic literature, policy and legal documents related to blue economy?
(2) are the economic, social and cultural justice implications of blue economy activities addressed?
(3) what checks and balances mechanisms are put in place to support inclusive participation of Indigenous Peoples, local communities, small-scale fishers, women, children and young people at the heart of the process?
UN databases such as the Food and Agriculture Organization of the UN’s SSF-LEX, the UN Division for Ocean Affairs and the Law of the Sea’s Maritime Zones and Maritime Delimitation database, and the International Seabed Authority’s national legislation database will be used to collate various governments’ documents related to the blue economy.
The findings from the paper will identify trade-offs and inequities that surface as blue economies rapidly develop and provide pathways to integrate transdisciplinary action research approaches, processes, and innovation that are needed to unlock the potential of science to develop sustainable blue economies (Heidkamp et al., 2021). Transdisciplinary research implies working with ocean experts from varied disciplines, different knowledge holders and stakeholders in the co-design of solutions (Febrica, 2021).
How to cite:
Germond-Duret, C. and Febrica, S.: Co-creating a just and inclusive blue economy: an analysis of ocean justice in academic literature, policy and legislation., One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-348, https://doi.org/10.5194/oos2025-348, 2025.
Mitsutaku Makino, Olivier Thébaud, Dan Lew, Juri Hori, Fabio Boschetti, Matthew Andreotta, Agus Heri Purnomo, Suhendar I Sachoemar, Marie-Catherine Riekhof, and Alan Haynie
As part of the UNDOS program “SmartNet” led by ICES and PICES, an international study to understand “the Ocean We Want” was initiated in 2021 with the support of the University of Tokyo and the French Ocean and Climate Priority Research Program. The objective of this study is to conduct surveys in multiple countries to identify the opinions of the general public on specific elements related to seven UNDOS Societal Outcomes and priorities for action. In the first phase of the study, we conducted pilot surveys in four countries: Australia, France, Japan, and the USA (n=1000 in each country). Analysis of the results suggests a number of factors such as frequency of fish consumption, recreational experience in the sea, gender, age, industrial structure of each country, history of natural disasters, etc., relate to the level of concerns and priorities regarding ocean issues and UNDOS Societal Outcomes. The study revealed the mechanisms by which the values held by people in each country shape their concerns, sense of responsibility, and priorities regarding ocean issues. These results are presented in two manuscripts under-review . To share these results, we organized a satellite event “What is the Ocean We Want?” at the 2024 Barcelona Conference, which featured the IOC-UNESCO Chair, the ICES General Secretary, leading scientists from PICES and ICES, and representatives from Small Island States and ECOPs who participated in a panel discussion (https://makinolab.aori.u-tokyo.ac.jp/en/owwproject/). In the second phase, in order to expand the ecological, social and economic diversity of surveyed countries, we have extended the scope of our study to include Indonesia, South Africa, Chile, and Germany. At the 2025 One Ocean Science Congress, we will present the results from the second phase of the survey, with a specific focus on the priorities for future action highlighted by respondents. We will also suggest paths to achieve effective outreach to the public about ocean issues in the surveyed countries, given the observed commonalities in opinions, as well as the demographic, behavioral, value and opinion-based variables that explain differences among them. We will also use the opportunity of the One Ocean Science Congress to promote conducting the survey with ocean researchers and policy makers, in order to identify their respective views and compare these to those of the general public. Our aim is also to expand the survey in future phases, to get more global coverage, by adding a greater diversity of countries around the world. This will help ICES, PICES, and the IOC design international marine science collaboration and communication strategies, as well as developing indicators to assess the progress and impact of UNDOS to the world. Indeed, we propose that this survey be used as a tool for the long-term monitoring of perceptions by people of our sustainable relationships with the ocean.
How to cite:
Makino, M., Thébaud, O., Lew, D., Hori, J., Boschetti, F., Andreotta, M., Purnomo, A. H., I Sachoemar, S., Riekhof, M.-C., and Haynie, A.: The Ocean We Want international survey project: Season Two., One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-419, https://doi.org/10.5194/oos2025-419, 2025.
Ronaldo Christofoletti, Raquel Costa, Ana Vitória Tereza Magalhães, Evy Copejans, and Francesca Santoro
The Blue School concept is a transformative educational initiative designed to cultivate ocean literacy among students, teachers, and communities worldwide. Originating in Portugal, Blue Schools empower participants to engage with local environmental realities while fostering an understanding of broader, global ocean-related challenges. This initiative aims to bridge the gap between local awareness and global issues, creating a generation that is deeply aware of the ocean's significance and equipped to advocate for its protection. Through Blue Schools, students embark on a journey that integrates knowledge, citizenship, and a lifelong commitment to ocean stewardship. During their formative years, students are not only educated about the ocean but also taught the interconnectedness of marine ecosystems with human wellbeing. As these students transition into professional roles across various fields, they carry forward this ocean literacy, enabling them to make informed and sustainable decisions that positively impact ocean health. The Blue School model has expanded beyond Portugal, reaching regional networks across Europe and the Atlantic. Recently, it has been adopted by UNESCO as a global model, now present in over 1,000 schools in more than 40 countries. This expansion aligns closely with the objectives of the United Nations Decade of Ocean Science for Sustainable Development (2021-2030), which seeks to enhance the role of science in achieving sustainable management of the ocean. By aligning with Sustainable Development Goals (SDGs), particularly SDG 14 (Life Below Water) and SDG 4 (Quality Education), Blue Schools foster a holistic, systemic approach to ocean education that empowers individuals to act as stewards of marine environments. This presentation will explore the Blue School initiative's methodology, its integration into diverse educational systems, and its impact on cultivating a new generation of ocean-literate citizens. Additionally, we will discuss the broader implications of ocean literacy for sustainable development and the importance of instilling such values early in education. Through Blue Schools, the ocean becomes a core element of the educational experience, contributing to a sustainable, resilient future for both marine and human communities.
How to cite:
Christofoletti, R., Costa, R., Magalhães, A. V. T., Copejans, E., and Santoro, F.: The Blue School Initiative: empowering an ocean-literate generation for sustainable futures, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1250, https://doi.org/10.5194/oos2025-1250, 2025.
In today’s world, an ocean-literate society is more important than ever. People need to understand the Ocean's critical role in sustaining life on Earth, so that they can make informed decisions and engage meaningfully in discussions and in responsible actions. This is why the Ocean literacy movement is so crucial and where Ocean sciences education comes in. Ocean literacy is about much more than just knowledge; it’s about developing the skills, values and culture needed to engage with Ocean issues at every level of society. It encourages lifelong learning for example through hands-on educational experiences, both formal and informal, to help people connect with the Ocean and its resources. This is precisely what the adopt a float program offers. Designed for (school) students of all ages, across the globe, this program provides a scientific, cultural, and civic approach to the Ocean and marine sciences. Through this educational program, students are not just passive learners—they actively engage with Ocean research. They can follow and accompany underwater robots on their scientific journeys, meet with researchers, and access real-time data that helps us better understand and protect the Ocean. By adopting a profiling float, an underwater robot used in the global OneArgo Ocean observation program, students participate in cutting-edge Ocean sciences. These robots dive up and down through the Ocean, measure a range of physical, chemical, and biological properties, all of which are available in real-time and open access. As the robots explore, students track their progress and discover the scientific data collected. But the program goes beyond robots and data. It’s a holistic educational experience. It provides a platform for students, and educators to connect with researchers, share knowledge, and discover e.g. Blue careers. The program also offers extensive educational resources, professional development for educators, and invites wider community involvement—such as parents and school staff. In our communication, we will inform about the adopt a float program and highlight the use of an exceptional scientific tool in Ocean education. We will show how underwater robots can “open a window” for students (and teachers/educators) to the Ocean, to multidisciplinary research and many ocean-related topics. Now in its 15th year, the adopt a float program has fostered an extensive network that includes scientific institutions like Ifremer, European infrastructures like Euro-Argo, the private sector, associations, educational authorities, and European Blue Schools. Over the years, we’ve seen firsthand how this initiative opens doors to scientific careers and inspires the next generation of Ocean leaders. Through this program, we are not just teaching about the Ocean – we’re empowering students, educators, and scientists to become active stewards of our Blue Planet and its future.
How to cite:
Scheurle, C., Audax, M., and Claustre, H.: adopt a float: a One Ocean education program, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-734, https://doi.org/10.5194/oos2025-734, 2025.
This presentation explores the transformative impact of "DIALOGUES OCEANIQUES," a monthly online seminar dedicated to enhancing ocean literacy in Benin. As a coastal country, Benin faces challenges related to marine conservation and sustainable management. The DIALOGUES OCÉANIQUES an initiative of the national ECOP node fostered a platform for diverse stakeholders—including educators, policymakers, and community leaders— to engage them in meaningful discussions about ocean-related issues. By integrating local knowledge and scientific insights, the online seminars aim to nurture a deeper understanding of the ocean's role in societal well-being and environmental health.
After five sessions, focusing on the values of marine invertebrates, seagrass ecosystems, the role of coastal ecosystems, the management of the coastal areas, and the coastal infrastructures, our findings indicate that participation in these webinars kept increasing and has led to increased awareness and positive behavioural changes among participants regarding ocean sustainable management. The seminars have effectively highlighted the interconnectedness of local communities with marine ecosystems, promoting a culture of responsibility and proactive engagement in ocean conservation efforts. This initiative aligns with global frameworks such as the UN Decade of Ocean Science for Sustainable Development, emphasizing the need for comprehensive ocean literacy programs that are culturally relevant and inclusive. Through this presentation, we aim to share best practices derived from the DIALOGUES OCÉANIQUES, illustrating how targeted dialogue can serve as a catalyst for enhanced ocean perception and stewardship in Benin. We will present the implications of these findings for broader ocean literacy initiatives globally, advocating for similar models that prioritize community engagement and knowledge exchange to achieve sustainable ocean management.
How to cite:
Midinoudéwa, H. E. C., Déguénon, D., Zinzindohoué, G., Toupé, G., Dossou-sognon, F., Akondé, B. N., Zounon, Y., Ogbon, A. M., and Sohou, Z.: Ocean literacy in Benin: how dialogues océaniques a monthly online seminar, is improving the ocean perception in the country., One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1312, https://doi.org/10.5194/oos2025-1312, 2025.
Panayota Koulouri, Evelyn Paredes Coral, Evy Copejans, Agueda Gras-Velazquez, Ivana Kovac, Evita Tasiopoulou, Irene Pateraki, Emma McKinley, Géraldine Fauville, Diz Glithero, Manon Berge, and Pierre Strosser
To address the current and future challenges facing the ocean, there is a need to raise wider public attention to ocean sustainability and strengthen blue citizenship, addressing both marine and freshwater in an integrated perspective from source to sea. Recent years have seen more resources allocated to both formal and informal blue education initiatives. However, to date, there exists limited understanding and focused attention on identifying the enabling conditions of blue education initiatives that lead to measurable impact. These limitations refer mainly to the identification of bottlenecks and strategies for upscaling successful initiatives and mainstreaming the “blue” into the national education systems, so that every school, child, teenager and student (as citizens and future generation leaders) are reached.
This presentation assesses the state of play of blue education, building on a critical review of different blue education experiences globally, covering both the scientific and grey literature. This review highlights: (1) some of the success stories and diversity of blue education experiences in several regions across the globe (2) bottlenecks encountered by these experiences; (3) solutions or mechanisms that would help amplifying and mainstreaming blue education initiatives; (4) current knowledge gaps. Finally, this presentation gives recommendations for supporting effective integration of ‘blue’ into education initiatives and systems. It highlights also opportunities for future research and evaluation of blue education initiatives at all various scales.
How to cite:
Koulouri, P., Paredes Coral, E., Copejans, E., Gras-Velazquez, A., Kovac, I., Tasiopoulou, E., Pateraki, I., McKinley, E., Fauville, G., Glithero, D., Berge, M., and Strosser, P.: From ocean knowledge to blue citizenship for all: bottlenecks and way forward, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1316, https://doi.org/10.5194/oos2025-1316, 2025.
15:10–15:30
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As global environmental governance confronts the urgent challenges of climate changes, biodiversity-loss and marine resources over-exploitation, a transformative approach is essential. The need for inclusive science-policy-society interfaces has never been more critical. By moving beyond conventional frameworks, we can foster collaboration among diverse stakeholders, enhancing community-driven conservation efforts and enabling large-scale policy reforms.
Initiative such as the ECOP Africa Ocean Literacy Hub illustrate how integrating scientific research with traditional knowledge, valuing the diverse knowledge systems of various communities- especially marginalized groups- can foster ocean cognitive equity. By amplifying local experiences and practices, we can create a unified approach to ocean governance that enriches scientific understanding enhances decision-making processes, and ensures policies address the unique needs of affected communities. This communication highlights impactful African youth-driven projects that exemplify this shift, showcasing innovative initiatives that empower young leaders transferring traditional wisdom in the region.
Additionally, insights from surveys conducted with youth in African and developing countries provide valuable recommendations for inclusive governance. Compiled in preparation for the African Ministerial Consultation ahead of the third United Nations Ocean Conference (UNOC 3), these perspectives ensure that the voices of the next generation shape broader governance discussions and hopefully, decisions. This proposal advocates for a comprehensive strategy that incorporates youth-driven policy advocacy, adaptive legal frameworks, and innovative enforcement mechanisms. By addressing governance gaps identified by young people and other stakeholders, we can rethink international frameworks to enhance enforcement across jurisdictions, fostering cooperation between legal systems.
To pave the way for a sustainable ocean future, it is vital to responsibly align investments within the blue economy. By prioritizing financing that supports ecological health and socio-economic resilience -particularly in African contexts- we can create pathways to a blue economy that benefits both people and the planet. Educational and capacity – building projects, such as the Blue Curricula for Africa and Blue Citizen, empower youth and communities, fostering active stewardship of marine environments.
Ultimately, our goal is to establish sustainable and equitable ocean governance that protects marine ecosystems while valuing diverse perspectives and literacies in decision-making. By breaking free from traditional matrices and fostering vibrant science and collaborative partnerships, we can advance ocean action that meets social, ecological and economic dimensions of sustainability for present and future generations.
How to cite:
Laarissa, S.: Empowering Future Generations: Transformative Approaches to Inclusive Ocean Governance in Africa, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-65, https://doi.org/10.5194/oos2025-65, 2025.
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Rudi Voss, Julia Löwe, Frederike Tirre, Dennis Nissen, Hans Sloterdijk, Ana Lillebø, Dionísia Laranjeiro, Mariana Pinho, Ann-Eileen Lennert, Vera Helena Hausner, Linn Bruholt, Darragh O’Súilleabháin, and Emma Verling
To successfully fulfill the European Commission Mission on “restore our ocean and waters by 2030” (Mission Starfish 2030), innovative solutions are requested. A key objective is to foster participatory governance by actively engaging and mobilizing the public. This approach empowers citizens to take initiative and lead transitions through deliberative democracy, social innovation, citizen science, and targeted awareness campaigns." The EU-project A-AAGORA* pushes solutions for these objectives forward, focusing on three demonstrator regions: Centro Region in Portugal, Cork County in Ireland, and Troms Arctic Archipelago in Norway.
Here, we present a powerful gamification approach to foster stakeholder involvement, capacity building, and knowledge exchange. The game gives local actors a voice, raises public awareness, and contributes to education and decision-making. Within the game, the player has to solve different fictional cases, which all threaten specific and real-world aspects of the coastal socio-ecological system of the demonstrator regions. The quest is to find and combine the unique skills of members of the community in order to come up with an innovative solution. The storylines were developed in co-creation using a living lab approach. They highlight in a humoristic and entertaining way the importance of co-operation of different stakeholders to reach successful and widely accepted solutions. Furthermore, the stories provide background information on real-world ecological challenges within the socio-cultural settings of the regions. To this end, graphics of the game mirror local conditions, including e.g., typical or iconic buildings. All cases are available in English, Portuguese, and Norwegian. The game is designed to best work on mobile devices like mobile phones or tablets. Initial results from its use, including school classes, suggest that the game is highly motivating, fostering engagement as well as well-suited to improve communication. Thereby, the game will eventually contribute to community-forming and commonly accepted decision making. The game is based on a software platform for serious, gamified story telling that can be used for other/more cases and more types of interactive elements can be developed. The platform is multi-lingual, multi-tenant and easily adoptable to new requirements. It is able to record every session of each story and every decision that is made (even if it’s not submitted) for further investigations either for science or to change the interactive story. It is still in development and open for inspirations. Consequently, it may serve as a lighthouse project that can be adapted and implemented for other projects, nature preservation areas, NGO’s, museums, schools, universities or elsewhere to strengthen stakeholder and/or audience communication and engagement.
*Blueprint for Atlantic-Arctic AGORA on cross-sectoral cooperation for restoration of marine and coastal ecosystems and increased climate resilience through transformative innovation – A-AAGORA (HORIZON-MISS-2021-OCEAN-02-03)
How to cite:
Voss, R., Löwe, J., Tirre, F., Nissen, D., Sloterdijk, H., Lillebø, A., Laranjeiro, D., Pinho, M., Lennert, A.-E., Hausner, V. H., Bruholt, L., O’Súilleabháin, D., and Verling, E.: A Case for A-AAGORA - An innovative gamification approach for public mobilization, engagement, education and to empower citizens to take action , One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-132, https://doi.org/10.5194/oos2025-132, 2025.
Agustina Iwan, Marco Favero, Ingrid E. Van Putten, Maria S. Arqueros Mejica, Brock J. Bergseth, Jacqueline D. Lau, and Sofía Copello
Bycatch in commercial fisheries remains a significant environmental issue, with global implications for biodiversity and ecosystem integrity. Despite various mitigation measures available, their adoption by fisheries in Argentina is inconsistent. This study examines the social factors influencing the implementation of bycatch mitigation measures within Argentina's offshore bottom trawl fleet. Through qualitative analysis of 29 stakeholder interviews—including fishers, executives, government managers, researchers, and NGOs—four main barriers were identified: perceptions of mitigation measures as cumbersome and ineffective, inadequate regulatory enforcement, and the cultural norms of local fishing communities. Additionally, stakeholders highlighted the need for improved governance, greater stakeholder collaboration, and enhanced educational outreach as essential for increasing uptake of these measures. These findings underscore the importance of addressing the human dimension in bycatch reduction strategies, with the aim of fostering more sustainable and widely accepted fishing practices.
How to cite:
Iwan, A., Favero, M., Van Putten, I. E., Arqueros Mejica, M. S., Bergseth, B. J., Lau, J. D., and Copello, S.: Mitigating Bycatch: Insights from Key Stakeholders in Commercial Fisheries, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-186, https://doi.org/10.5194/oos2025-186, 2025.
In the face of escalating pressures on coastal and marine environments, inclusive science-policy-society interfaces are crucial for informing ocean governance and preventing unregulated activities by industries, governments, and other ocean users. Attaining such alignment of ocean knowledge with policy requires a transformational shift in present ocean governance and management, one that brings together diverse perspectives from communities, scientists, policymakers and future generations to safeguard ocean health.
Letters to the Sea, an initiative by Somos OceanoS (SOS), a UN Ocean Decade Action and an endorsed project by the EU Mission: Restore our Ocean and Waters, aims to amplify the voices of youth and coastal communities by raising awareness of their lived experiences, challenges, and aspirations for a healthy ocean. Through heartfelt letters, these communities share stories of connection, concern, and hope, bringing unique perspectives to the forefront of the global conversation on ocean health.
With over 2.15 billion people living near coastlines, including 898 million in low-lying areas, the ocean is central to life, culture, and spirituality for countless communities. Yet, these local communities who are facing the daily impacts of poor marine governance and unrepresentative policies are largely absent from international conferences on ocean governance, rendering their voices unheard. Even more so, the youth (3-22 years) voice is largely absent in policy discussions, yet they constitute nearly a third of the world’s population. SOS’ Letters to the Sea addresses this gap by providing a platform for youth in coastal communities to share their perspectives, challenges, and aspirations on a global stage.
The uniqueness of Letters to the Sea lies in its ability to bridge the voices of young people directly with influential leaders at global conferences and meetings. Created with an interactive framework, leaders can "adopt" a letter by scanning its associated QR code, allowing them to respond to the child's message directly. As a result, world leaders, scientists, activists, and policymakers have the chance to connect with the heartfelt messages, considering them as they shape policies and agendas, which can be shared with the child, creating a meaningful exchange where the child can see the impact of their words. This distinctive approach not only fosters personal connections but also inspires leaders to incorporate these perspectives into the development of more equitable and just development and monitoring mechanisms.
SOS will present its initiative, Letters to the Sea, which amplifies the voices of local actors in policy dialogues and embeds ocean literacy at every level of society through dynamic awareness campaigns and education. By creating an interactive platform for youth engagement, SOS establishes a foundation for inclusive, informed ocean governance that bridges science, policy, and society. Through Letters to the Sea, SOS is catalyzing a new cultural norm where youth voices actively inform policy, and decision-makers and young leaders collaborate to protect ocean health for future generations. This transformative approach fosters a powerful alliance dedicated to sustaining our oceans through shared responsibility and mutual commitment.
How to cite:
Relano, V.: Letters to the Sea , One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-242, https://doi.org/10.5194/oos2025-242, 2025.
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Marine litter is a global environmental concern affecting all the oceans and coastlines of the world. More than 8 million tons of plastic enter the oceans each year, contributing to an estimated total abundance of at least 24.4 trillion pieces of plastic particles in the world’s upper oceans. They can be found floating on the surface, in the sediments, in the ice or covering the ocean floor. Since 1990 Surfrider Foundation Europe, has put the fight against marine litter at the forefront of its action. Surfrider acts to better understand this pollution, to reduce the quantitative amount of litter entering the marine environment and its impacts on the marine environment and humans. The NGO’s leverages start with raising public awareness, stimulating scientific research to initiating political action in order to tackle at source this problem. The community and citizens are the heart of action programs, public engagement is the root. Citizens participate in collecting data and answering remaining questions about characteristics, distribution, transport pathways of marine litter and potential impacts on wildlife and humans as well as in policing-making. As a whistle-blower, an expert and an actor of change, Surfrider promotes the dialogue between citizens, scientists and decision-makers.
How to cite:
moreno, C. and barreau, C.: Citizen engagement : a driver for ocean protection, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-459, https://doi.org/10.5194/oos2025-459, 2025.
Maria Elena Carbajal, Marco Talone, Carine Simon, Josep Lluis Pelegri, Josep LLoret, Franz Peters, Clara Rodriguez Sole, and Vanessa-Sarah Salvo
The poster presents the Ocean Cities Network (OC-NET) program and its main event, Ocean Cities Month, an annual celebration launched in 2021 that takes place in various cities across the OC-NET network around the world and engages thousands of people each year. This event promotes connection and respect between coastal cities and the ocean. OC-NET encourages residents of these cities to recognize the crucial role the ocean plays in their lives, fostering a regenerative relationship that ranges from local activities to global collaboration networks.
Ocean Cities Month serves as a platform for awareness and engagement, organized across three key areas: Citizen Science and Participation Campaigns, where citizens directly engage in protecting marine ecosystems, actively participating in ocean conservation, and acting as change agents within their communities. The second area focuses on exhibitions and performances designed to raise public awareness of the challenges facing the ocean. Through these activities, an emotional connection and understanding of the importance of caring for and preserving the ocean are fostered, bringing this environmental issue to a broader audience. The third area includes public communication campaigns and discussion forums, where OC-NET brings together citizens, experts, and political leaders to discuss coastal and marine challenges and develop collaborative and innovative solutions for sustainability that benefit both cities and marine ecosystems.
OC-NET embraces the diversity of each coastal city as an essential part of its approach, recognizing that each community has a unique relationship with the ocean, shaped by its history and social, economic, and political context. Using participatory methods, OC-NET incorporates local voices to tailor Ocean Cities Month activities to the specific needs and strengths of each region, encouraging reflection on the connection between cities and the sea.
Through research that combines natural and social sciences, OC-NET addresses the interdependence between human health and ocean health, underscoring the importance of effective ocean governance and sustainable marine resource management—vital for the quality of life, food security, and livelihoods of coastal communities. With active community involvement, the program promotes education and awareness about the importance of these ecosystems, fostering a global community that recognizes the ocean as a fundamental axis for its well-being and development.
How to cite:
Carbajal, M. E., Talone, M., Simon, C., Pelegri, J. L., LLoret, J., Peters, F., Rodriguez Sole, C., and Salvo, V.-S.: Ocean Cities Network: Amplifying Local Voices and Fostering a Stronger Connection Between Coastal Communities and the Ocean, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-542, https://doi.org/10.5194/oos2025-542, 2025.
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Noceanous is a tech-driven start-up dedicated to ocean conservation through educational video games. Our flagship project, Sea Rangers, is a mobile serious casual video game that not only educates but also connects players to the realities of marine conservation. With Sea Rangers, our goal is to create a powerful, ongoing platform that gives visibility to marine conservation projects worldwide, transforming scientific information into accessible, engaging content that resonates with players of all ages.
Objectives and Methodology
Noceanous’s approach is rooted in the belief that knowledge is the first step toward conservation. Working closely with NGOs and marine conservation experts, Sea Rangers was designed to feature real-world environmental projects within the gameplay. Through partnerships with associations working on marine species research, habitat restoration, and public education, Sea Rangers brings these initiatives to life in an interactive and approachable format that speaks to today’s audiences. This model allows players to experience conservation efforts firsthand and connect emotionally with the ocean’s needs, inspiring them to take action.
Key Features and Impact
The unique strength of Sea Rangers lies in its collaborative framework. By working with marine organizations, Noceanous integrates scientifically-backed conservation missions into the game, where players can explore, learn, and support efforts such as coral reef restoration and Posidonia repopulation in the Mediterranean. In addition to the game itself, we will expand Sea Rangers’ reach through social media content and a dedicated podcast launching next year, which will feature interviews with conservation experts, updates on marine projects, and stories about the ocean’s impact. This multi-platform approach amplifies the reach of our NGO partners, making Sea Rangers a vital visibility tool for marine conservation.
Results and Future Vision
Initial feedback highlights Sea Rangers’ success as a compelling educational tool, with a global release planned to ensure accessibility for all audiences. Part of the game’s proceeds will go directly to our partner NGOs projects, reinforcing the link between player engagement and real-world impact. Additionally, research shows that video games has become a powerful medium for learning: with an average player age of 34 and 74% of players reporting they learn new things through games, Sea Rangers taps into a high-impact channel to reach and educate a broad audience.
At Noceanous, we believe in the power of community and collaboration. Alone, we can make changes, but together, we have no limits. Sea Rangers represents a unique opportunity to drive global environmental awareness, engaging players, NGOs, and corporate partners to create a sustainable future for our oceans.
How to cite:
Martínez, A.: Noceanous and Sea Rangers – An Innovative Tool for Raising Awareness and Visibility of Marine Conservation Projects, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-770, https://doi.org/10.5194/oos2025-770, 2025.
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In Costa Rica, beaches are considered public zones according to Article 9 of Law 6043: Maritime Terrestrial Zone Law, which states: “In the exercise of the right to public use, the general interest must always be taken into account, ensuring access to the area and free movement at all times…”. However, there have been instances where some beaches have been attempted to be privatized by individuals, families, and primarily real estate and hotel companies, thereby violating current legislation. According to Article 5 of Law 6043: Maritime Terrestrial Zone Law, it states: “Only the Legislative Assembly may grant permits or concessions in areas permanently covered by the sea, adjacent to the coast…”. In these communities, various residents have accounts and experiences related to the denial of access to beaches and, as a result, have had confrontations with individuals who claim to own these public spaces.
Families that have migrated to these territories have been the founders of coastal communities; many have been able to witness the transformation of the community. Therefore, the general objective of this work focuses on exploring and understanding the community's perceptions regarding how privatization affects various aspects of their lives and environment, seeking to provide information that could be useful for the design of inclusive coastal management policies.
Santa Teresa de Cóbano is located in the northeast of the Nicoya Peninsula, with a coastal community of approximately 745 inhabitants registered through the EBAIS. Santa Teresa is recognized for its lush beaches and the boutique tourism that drives the local economy.
The privatization of beaches in Santa Teresa de Cóbano represents a challenge that affects several aspects of local life, including the right to access, the economy, the environment, and citizen participation. The perspective of local actors centers on the need to protect collective rights, ensure respect for the natural environment, and promote equitable and inclusive development in the region.
A qualitative methodological approach is specified to guide the research. Subsequently, the type of research is determined to be exploratory and descriptive. In this way, the population of national local actors to be analyzed is identified, after which the sources of information to be used are established. Finally, the techniques and tools that will be employed for data collection are detailed, such as semi-structured interviews, community mapping, and life histories. To conclude, the categories of analysis are social and community impact, environmental impact, access to rights, and relationships with tourism and area privatization.
How to cite:
Sanchez Cruz, Y.: Between the Sea and Privatization ̈Perspectives of local actors regarding the negative effects of the privatization of beaches in the community of Santa Teresa from Cóbano, Puntarenas, Costa Rica ̈, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-812, https://doi.org/10.5194/oos2025-812, 2025.
Naturalist divers have built D.O.R.I.S. for « Données d’Observations pour la Reconnaissance et l’Identication de la faune et de la flore Subaquatiques », an open-source website dedicated to marine species, accessible to anyone, and notably to divers.
This site is run by a community of validators- moderators, who are in contact with academic researchers for expert assessments. This website prently contains 3090 species pages, 19 different habitats, 2849 definitions in specific glossary, 129 965 messages on a friendly-used forum, 1089 contributors.
The information and illustrated pictures provide keys for identifying species at different levels: for individual divers or scientists, macro (and often micro) biological characteristics, geographical distribution, nomenclature of clades in line with the latest phylogenetic advances, etc.
D.O.R.I.S. exists from 2004, its incremental version V4 since 2015, thanks due to « Commission Nationale Environnement et Biologie Subaquatiques » (CNEBS) de la « Fédération Française d’études et de Sports Sous-Marins » (ffessm.fr). At the end of 2014, in addition to federal financial support, DORIS received help from a major new partner, the « Agence des Aires Marines Protégées » (AAMP).
Participatory science represents a huge field of observations that can help academic research, thanks to the thousands of divers scattered around the world's subtidal zones. DORIS is a perfect example of an interactive contribution, covering the French coastline, mainland France and overseas, as well as some more exotic locations, such as the Red Sea or the Pacific destinations frequented by French-speaking divers.
Education and public awareness are key to preserving the marine environment, and participatory science has an undeniable role to play in a sustainable future.
Our aim here is to present the D.O.R.I.S. website at One Ocean Conference, to promote interactions between academic and non-academic players, and to develop its visibilty to all the partners.
visit our site at: https://doris.ffessm.fr/
How to cite:
Néant, I. and the Collectif Doridiens: D.O.R.I.S., a perfect example of how participatory science can contribute to academic research into the biodiversity of marine species., One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1027, https://doi.org/10.5194/oos2025-1027, 2025.
Andrezza Justino Gozzo, Tatiana Martelli Mazzo, Marilia Bueno, Camila Keiko Takahashi, Thais Failache Salgado Ribeiro Pileggi, and Ronaldo Adriano Christofoletti
Developing a generation of students who are critical, proactive, and integrate science with citizenship is essential for driving societal change to combat climate change and promote ocean sustainability. In alignment with global educational movements like Blue Schools and public policies supporting a Blue Curriculum, Brazil has established the Ocean Literacy and Science Clubs. These clubs, supported by scholarships from the Brazilian government (CNPq), consist of students and teachers engaged in extracurricular, interdisciplinary activities that advocate for sustainability and ocean literacy within their communities. In 2024, fifteen Ocean Literacy and Science Clubs were active across Brazil, involving over 100 scholarship-supported members. These clubs provide an interactive platform where students and teachers collaboratively explore oceanic issues and climate action, cultivating a community-based understanding of environmental challenges. Looking ahead to 2025, the initiative will expand to incorporate discussions on "Women in STEM" alongside ocean literacy, promoting gender inclusivity in science and fostering diverse perspectives within ocean-related fields. This presentation will showcase firsthand accounts from club participants, highlighting the transformations and opportunities that the Ocean Literacy and Science Clubs have brought into their lives. These include participation in the Brazilian Ocean Olympiad and the Science Fair held during Brazil's National Science and Technology Week. Through these clubs, students are not only educated about the ocean but also empowered to become change agents, contributing to a broader movement toward sustainable development and climate resilience.
How to cite:
Gozzo, A. J., Mazzo, T. M., Bueno, M., Takahashi, C. K., Pileggi, T. F. S. R., and Christofoletti, R. A.: Ocean Literacy and Science Clubs: fostering ocean literacy and climate action in Brazilian education, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1443, https://doi.org/10.5194/oos2025-1443, 2025.
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Maria Christou, Yianna Samuel, Melina Marcou, Yiannis Ioannou, Chrysanthi Kadji -Beltran, and Victoria Leonidou
The Pandoteira project (LIFE IP Physis LIFE18 IPE/CY/000006), consists of a group of actions all interlinked in a framework with the purpose of making the Natura 2000 network in Cyprus more effective and functional, as well as sustainable. The overarching goal of the project is to achieve a favourable conservation status for habitats and species of community importance. The project also aims to positively influence land users, owners, local population and other stakeholders in understanding the importance of the Natura 2000 network and embracing it.
Environmental education, especially in the form of non-formal learning, has long been recognized as critical for achieving environmental awareness and increasing ecological consciousness.
One of the emblematic species that the project is focusing on is the Mediterranean monk seal (Monachus monachus). It is the only pinniped species found in the Mediterranean Sea and is considered as one of the most endangered mammals in the world. Recently, the species was assessed as vulnerable under the IUCN Red List of Threatened Species and is included in Annex II of the Habitats Directive (92/43/EEC). The species uses sea caves (partly submerged underwater) for resting that are protected under the Habitats Directive and national legislation, and are established as Marine Protected Areas (MPAs) within the Natura 2000 network. Moreover, the Department of Fisheries and Marine Research (DFMR) performs regular monitoring of the species at the areas where the species is found through a dedicated monitoring program.
As part of the Pandoteira project, educational material dedicated to the Mediterranean monk seal has been prepared by the Department of Fisheries and Marine Research (DFMR) and Frederick University (FU). The two organizations have joined forces to create five different educational board games that are presented to schools all over Cyprus.
These interactive educational games, are fun, promote collaboration, enhance memory, boost motivation, encourage critical thinking, engage all students, increase attentiveness, and help develop and build social skills. Children are playing together and learn in an interactive way about this protected species, and can better understand the threats and problems that affect species’ survival. In this way children not only learn general information about the Mediterranean monk seal but also gain more knowledge about its life cycle, its diet and the pressures it faces in the Mediterranean Sea. In addition, the children are informed about the actions taken by DFMR to protect both the species and its habitats. At the same time, children learn simple practices that they can follow to contribute to the protection of the Mediterranean monk seal and the marine environment in general.
Encouraging results are evident from the degree of friendly attitudes and behaviors towards marine protected species and the marine environment. By educating children, the next generation of potential ambassadors for marine issues is created. The games have also been presented in festivals to promote public awareness and to ensure people of all ages are informed. More material is expected to be developed for kindergarten levels in the upcoming months, fostering marine sustainability.
How to cite:
Christou, M., Samuel, Y., Marcou, M., Ioannou, Y., Kadji -Beltran, C., and Leonidou, V.: Developing Mediterranean Monk Seal Education Games for managing the Natura 2000 network in Cyprus and shaping a sustainable future, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-325, https://doi.org/10.5194/oos2025-325, 2025.
The inspiration for The Voices of the Ocean Decade: A Tour of the World, is Ocean Decade Challenge 10, which is focused around the idea of “Changing humanity's relationship with the ocean.” Oral Histories are open ended interviews that are used to promote effective and emotional storytelling of an individual's life history and lived experiences. Oral Histories capture and preserve knowledge for future generations and be used as baseline data to document local and ecological knowledge.
The project will amplify the personal testimonies and stories of identified experts, or “narrators,” who will be asked to share their embodied experiences, life stories and pass down their industrial, local or community knowledge. Through these interviews we will be able to assess scientific and structural gaps, challenges, identify opportunities of growth and collaboration and share success stories within the framework of the Ocean Decade. By collecting the Oral Histories of individuals working within the Ocean Decade, this project illuminates an individual’s experience in the Ocean Decade, including any concerns for the future. Additionally, as living archived documents, these Oral Histories will be available far beyond the end of the Ocean Decade in 2030.
These interviews encompass a global and multi-disciplinary perspective that is reflective of the Ocean Decade including interviewing narrators that span regional boundaries, narrators who can offer a global perspective on ocean issues and narrators from the indigenous communities, Global South and Small Island Developing States. Since the Ocean Decade has a strong emphasis on early career and youth participation, we plan on expanding our pool of potential narrators to include those from different generations. Additionally, narrators will come from different scientific fields and will work at varying levels within the Ocean Decade.
Perspectives from an international audience will create dialogue around some of the most pressing topics in the Ocean Decade. Interviews will include a minimum of three to five individuals from each identified region: North America, Latin America and the Caribbean, Africa, East Asia, Southeast Asia, Pacific and Oceania Islands, and Europe, as well as folks working in the Polar regions. By capturing individuals' embodied experiences through adapted Oral Histories, we can shine light on how to ensure the preservation and availability of storiesin order to successfully complete the Ocean Decades’ outcomes.
The listeners to these stories take away three main points: 1. Understand the role of Oral History in advancing the narratives of the Ocean Decade, 2. Understand the gaps, challenges, and success stories of the Ocean Decade, and 3. Have a better understanding of the role of Oral Histories in capturing the unique experiences and dialogue around the Ocean Decade.
These interviews will be publicly available on the NOAA Voices Archives. The interviews will be used to develop visual aids detailing the challenges, gaps, needs, partnerships, and opportunities within the Ocean Decade. Additionally, these products will be used for educational purposes, policy development, and further research, ultimately providing valuable insights and humanizing the people in the Ocean Decade.
How to cite:
Miller, M.: The Voices of the Ocean Decade: A Tour of the World, One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-373, https://doi.org/10.5194/oos2025-373, 2025.
Tatiana Mazzo, William Conti, Adriana Lippi Lippi, Andrezza Andreotti, Camila Takahashi, Barbara Ignacio, Marilia Bueno, Ronaldo Christofoletti, and Leandra Gonçalves
Amidst global discussions on the 'science we need for the ocean we want' which promotes transformative, participatory, and interdisciplinary science, ocean literacy has emerged as a central theme for the impact of science and societal engagement. Therefore, it is essential that actions promoting ocean literacy prioritize and foster gender equity and its intersections as fundamental pillars for a just, sustainable, and equitable future for all. The underrepresentation of women in ocean science careers and the professional barriers they face, both globally and in Brazil, are already widely recognized in the scientific community. These include difficulties in hiring and career advancement, harassment, lack of support during motherhood, lower publication rates compared to men, and consequent lack of funding. These barriers reinforce gender biases in the scientific community that are deeply rooted due to historical and structural prejudices. The Ocean Decade and the 2030 Agenda have been fostering and discussing the importance of international cooperation and targeted investments to overcome these barriers, as well as the need to prioritize public policies that actively promote women's participation at all levels of ocean research and governance. The lack of disaggregated gender participation data in ocean science and data indicating the absorption of human resources beyond academia hinder the implementation of these policies, highlighting the urgency of creating an environment that values and promotes the participation of girls and women, aiming to achieve a just and egalitarian society, both nationally and globally. In this chapter, we address the challenges related to promoting gender equity from the perspective of initiatives on ocean literacy for the Ocean Decade carried out in Brazil, as well as exploring the opportunities these actions offer to promote gender balance. We also highlight the good practices promoted and co-constructed by the Maré de Ciência Program and its partners in the country, including the participation of girls and women in ocean literacy activities. Using a methodology that combines quantitative and qualitative data, we provide a comprehensive view of female representation in these actions, such as in the Ocean Decade Planning Workshops in Brazil that resulted in the National Plan for the Implementation of the Ocean Decade, the Blue School Brazil Program, the Ocean Olympiad, the Ocean Youth Ambassador Forums, and actions carried out in vulnerable communities in the city of Santos/Brazil. This abstract will provide valuable data and discussions on the intersection between gender equity, ocean literacy, and ocean science, demonstrating the importance of promoting an inclusive and diverse approach to contribute to the advancement of the Sustainable Development Goals, with special attention to SDGs 4 (Quality Education), 5 (Gender Equality), and 14 (Life Below Water).
How to cite:
Mazzo, T., Conti, W., Lippi, A. L., Andreotti, A., Takahashi, C., Ignacio, B., Bueno, M., Christofoletti, R., and Gonçalves, L.: Ocean Equity: Unveiling Gender Opportunities and Challenges in Brazil's Ocean Literacy Activities , One Ocean Science Congress 2025, Nice, France, 3–6 Jun 2025, OOS2025-1441, https://doi.org/10.5194/oos2025-1441, 2025.
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