Promoting biodiversity competence is therefore a central challenge. Since biodiversity literacy is context-dependent within and across cultures, mainstreaming efforts must draw on diverse approaches. In this session, divided in two 90-min slots, we highlight challenges and showcase best-practice examples from a) education and b) citizens science projects that train and foster biodiversity literacy in formal and informal settings. The goal is to share knowledge and ideas about didactic approaches to biodiversity teaching, the potential of digital tools for mentored or self-organized learning, and current trends that combine modern digital formats with traditional field-based experiences. Further aspects include building blocks for life-long learning, the design and management of citizens science projects, strategies for fostering long-term engagement of biodiversity stewards, and the requirements for educating the next generation of teachers and facilitators.
If I asked you what percentage of people at your workplace are literate, I imagine the answer almost certainly would be 100%.
If I asked you what percentage of people at your workpace are biodiversity literate, the response would likely be very different.
Despite the growing urgency of the nature crisis, most people feel unsure about what biodiversity really is, why it matters and how they can meaningfully act to help.
This gap inspired The Department for Social Responsibility and Sustainability at the University of Edinburgh to create Biodiversity Literacy Training™, a programme designed to bring knowledge into the mainstream and empower people to take action.
Biodiversity Literacy Training™ is a day-long, hybrid learning experience that combines an interactive online course, a guided workshop, and a certification pathway. It is designed to take participants from any background, regardless of their education, experience, or even initial enthusiasm, and equip them with the understanding and confidence needed to become biodiversity literate citizens.
The training not only explains the science of biodiversity and the scale of the crisis we face; it also helps people reconnect with the natural world, appreciate its irreplaceable value, and recognise the everyday ways in which nature silently supports all aspects of life.
Over the past two years, the programme has been delivered at the University of Edinburgh, producing more than 500 certified individuals. Impressively, 100% of participants say they would recommend the training to colleagues and friends, highlighting both its accessibility and its impact. For too long, biodiversity has been pushed to the sidelines of conversations about Net Zero. Biodiversity Literacy Training™ aims to change that narrative by placing nature back at the centre of sustainability conversations, where it belongs.
Ultimately, the training seeks to build a community of informed, motivated individuals who not only understand biodiversity loss but are inspired to help reverse it. By spreading awareness, taking practical actions, and advocating for change, participants become part of a growing movement working to address the often invisible yet rapidly accelerating decline of nature.
How to cite: Peddie, A.: Biodiversity Literacy Training™, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-656, https://doi.org/10.5194/wbf2026-656, 2026.
Ornithological education in Switzerland has a long and well-established tradition. For several decades, a structured multi-level course system has enabled a large number of individuals to acquire and expand their ornithological knowledge. With the progressive decline of species knowledge training in universities, these courses have gained renewed importance in recent years - evidenced by the growing participation of students.
The organization of ornithological education in Switzerland is coordinated by BirdLife Switzerland and its member associations. The system’s structure reflects the association’s organizational hierarchy. (1) Local member associations, active in their municipalities, offer introductory and youth courses for participants without prior knowledge. These courses cover the most common species and introduce fundamental aspects of avian anatomy, ecology, and behavior. (2) Building on this, the cantonal associations offer courses in field ornithology encompassing all bird species regularly occurring in Switzerland. (3) Advanced courses for excursion leaders, also organized by the cantonal associations, enable participants to deepen their expertise and learn didactic skills for guiding excursions and teaching courses. Graduates thus become valuable multipliers who further promote species knowledge and conservation awareness. Between 2015 and 2024, a total of 55 youth courses, 435 basic courses, 64 field ornithology courses, and 34 excursion leader courses were conducted, adding to an estimated total of 9,000 participants.
At all organizational levels, the training program serves as a crucial source of active species experts and nature conservationists. Many graduates remain engaged within local and cantonal BirdLife associations and regularly contribute to species conservation projects through baseline surveys and success monitoring. In addition, well-trained amateur ornithologists provide essential support for national research and data collection initiatives. In major projects - such as the Swiss Breeding Bird Atlas, waterbird counts, and the monitoring of common breeding birds - skilled volunteers play a decisive role. For example, the Swiss Ornithological Institute in Sempach depends on over 300 qualified observers for the waterbird counts, and more than 2,000 volunteers contributed to the 2013–2016 Breeding Bird Atlas.
How to cite: Gerber, M.: Teaching and engaging bird enthusiasts in Switzerland: life-long learning opportunities for novices and experts, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-242, https://doi.org/10.5194/wbf2026-242, 2026.
The state initiative “Integrative Taxonomy Baden-Württemberg“, launched in 2019 by the Government of Baden-Württemberg, addresses the critical loss of biodiversity and the parallel decline in taxonomic expertise.
The initiative is based on two complementary pillars. The first is the Competence Center for Biodiversity and Integrative Taxonomy (KomBioTa), a collaboration between the University of Hohenheim and the State Museum of Natural History Stuttgart. KomBioTa promotes biodiversity in university teaching and research and encompasses two newly established professorships in Integrative Taxonomy of Insects and Biodiversity Monitoring, a PhD program and a network of scientists contributing to basic and applied research on biodiversity, integrative taxonomy, nature conservation and biodiversity monitoring.
The second pillar comprises a central institution for continuing education and professional training in biodiversity, anchored by the Academy of Nature Conservation and Environmental Protection Baden-Württemberg.
The Environmental Academy offers courses across taxa, expertise levels and target groups, ranging from taxa relevant to environmental planning (e.g. reptiles, birds, wild bees, butterflies, dragonflies, ground beetles) to underrepresented groups which are covered by only a small number of specialists.
Basic trainings target educational multipliers and volunteers to raise public awareness and support for biodiversity friendly policy decisions, while advanced courses cover also survey methods and conservation management to enhance both species knowledge and expertise in conservation assessment in the staff of environmental authorities and consultancies. The Environmental Academy fosters cross-institutional collaboration with a broad network of partners within Baden-Württemberg and beyond. As a member of the nationwide framework of the BANU (Federal Working Group of State-Run Educational Centres for Nature and Environmental Protection), it contributes to the development of harmonised standards for competency-based training and certification in species identification. In Baden-Württemberg BANU standards are implemented with a focus on competence certification, a formal, multi-level assessment framework ensuring demonstrable and verifiable identification skills. Examinations are conducted in collaboration with universities, museums, and accredited taxonomic experts to guarantee scientific rigor and cross-state comparability.
How to cite: Baumgärtner, D.: Advancing Species Knowledge for Biodiversity Conservation: Outcomes and Value of Baden-Württemberg’s Integrative Taxonomy Initiative, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-439, https://doi.org/10.5194/wbf2026-439, 2026.
In the face of accelerating biodiversity loss, the ability to identify and understand species is a key competence for conservation, research, environmental management, and public engagement. The FörTax project addresses the growing shortage of taxonomic expertise by systematically promoting species knowledge and its transfer across society through education and networking in Germany. FörTax combines the strengths of the LIB – Leibniz Institute for the Analysis of Biodiversity Change, the natural society DELATTINIA/SAKA, and the Biology Education Department at the University of Bonn.
A core achievement of FörTax is the development of a nationwide, comprehensive database of species-knowledge learning opportunities, integrating all relevant institutions, projects, and training formats (www.data.foertax.de). This unique resource provides an overview of taxonomic education in Germany and serves as a central tool for researchers, practitioners, educators, and learners seeking biodiversity-related training.
FörTax also implements a broad range of participatory youth programmes engaging children and adolescents across age groups. The biology education team offers mentor-training formats such as the Dragon Workshop, as well as low-threshold entry programmes for beginners, including the Heupferdchen initiative - not solely developed for FörTax but tested herein. DELATTINIA/SAKA complements this with courses on 22 species groups across multiple proficiency levels, supporting learners throughout their taxonomic development. All educational programmes are accompanied and evaluated by the biology didactics team.
Networking and collaboration are key strengths of FörTax. The project works closely with the Red List Centre, BANU, NABU, and numerous other stakeholders in research, conservation, and public education. Its efforts led to three national conferences, which together welcomed over 1,600 participants, highlighting the strong and growing demand for species knowledge and exchange.
By combining educational innovation, participatory learning, institutional collaboration, and open access to resources, FörTax establishes a robust framework for advancing biodiversity literacy in the future. The project demonstrates how building species knowledge empowers individuals and communities, strengthens conservation practice, and supports a more informed and effective response to the biodiversity crisis.
How to cite: Waskow, K., Noeske, N., Miesen, F. W., Stehr, K., Busch, A., Schneider, T., Griesang, N., Hense, J., and Weller, M.: FörTax and the Future of Biodiversity Literacy: Insights and Impacts of Species Knowlegde Training and Networks, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-517, https://doi.org/10.5194/wbf2026-517, 2026.
Biodiversity literacy - the capacity to recognise, understand, and act upon the diversity of life – is essential for effective conservation and societal engagement. The Consortium of European Taxonomic Facilities (CETAF), as a unique organisation representing European natural history institutions, addresses this challenge by linking infrastructures, training initiatives, and community engagement under a shared goal: transforming biodiversity expertise into accessible knowledge. Central to this effort is the DEST (Distributed European School of Taxonomy) platform, which serves as CETAF’s digital infrastructure for training and capacity building across the biodiversity community.
CETAF’s initiatives form a continuum of learning that spans formal, non-formal and informal education, professional development, and public participation. This continuum is underpinned by the ‘train-the-trainers’ approach, ensuring that participants become multipliers who can sustain and expand biodiversity literacy within their own communities. In that context, DEST provides a structured, collaborative environment where natural science actors can develop and share competencies critical to the concept of integrative Taxonomy. By combining high-quality training resources, expert knowledge exchange, and standardized skill frameworks, DEST strengthens capacity-building across institutions and ensures that the European biodiversity-related community remains prepared for emerging scientific and technological challenges.
Several projects lead by the CETAF community exemplify this approach: “Biotalent” targeted the improvement of competences among teachers and other professionals in biodiversity education. Through blended courses, it demonstrated how the unique resources and expertise of museum-based scientists can directly enhance the quality and reach of biodiversity literacy across Europe. “TETTRIs” extends this approach into hybrid learning and citizen-science contexts through cascade-funded Satellite projects. Training courses are designed to combine digital modules with hands-on fieldwork, addressing a variety of audiences, ranging from early-career scientists to educators and citizen scientists, to equip them to replicate learning activities locally while strengthening Europe’s community of biodiversity stewards.
Through DEST, these and other outcomes are consolidated within a sustainable digital infrastructure for mentored and self-learning that ensures training materials remain accessible, interoperable, and continuously updated also through alliances with other initiatives. Together, they illustrate CETAF’s systemic approach to lifelong biodiversity learning: combining digital tools, field experience, and blended training to empower educators, researchers, and citizens alike.
How to cite: Lovric, M., Stathi, I., and Casino, A.: From Museums to Communities: CETAF’s Evolving Ecosystem for Biodiversity Literacy, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-269, https://doi.org/10.5194/wbf2026-269, 2026.
In German-speaking countries there has been a notable decline in taxonomic training opportunities at universities and an increasing erosion of established taxonomists. At the same time the public and private sector is in increasing demand for people with identification and assessment skills of species, habitats and ecological processes. Against this backdrop public examination opportunities were implemented to motivate new and existing naturalists to work towards one of three levels of expertise on plants, fungi or different groups of animals, i.e. birds, butterflies, reptiles, dragonflies, wild bees. The highest of three levels aimed to be a reliable, market-oriented benchmark for early-career practitioners or scientists. The other two levels represent milestones on an individual or formal path of learning. Anyone could register for an exam irrespective of how, where and within which period the required skills were acquired. Since 2010 over 5.000 people have successfully tested their skills. In addition, some universities have begun to reinstate taxonomic training and use the framework of the public exams as a reference for their own course alignments. Furthermore, a growing number of job advertisements specifically mention the certificates as a prerequisite for applicants. These three developments are very positive as such. In a recent online survey >600 successful candidates of a field botany certificate (2010 to 2024) replied that an intrinsic interest in plants was the main motivation for taking the exams. The great majority of the respondents answered that they still apply their botany skills on a regular basis in a professional or non-professional setting. Especially respondents at the highest level valued having reliable proof of relevant practical skills. They also state a positive effect in a professional context. Overall, there is a high level of satisfaction with the modular system of skills certificates. The challenge is now to keep up the momentum and to find creative means of teaching and mentoring difficult taxonomic entities, e.g. certain groups of beetles or flies, where the number of interested people is traditionally low.
How to cite: Kuss, P., Krischke, A., Pagitz, K., and Eggenberg, S.: Certified literacy - do skills tests encourage learning and help fill open jobs?, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-106, https://doi.org/10.5194/wbf2026-106, 2026.
Automated image classification is transforming ecological research, in particular in the domain of species identification. Moreover, modern algorithms are increasingly capable of mapping the distributions of thousands of species with remarkable precision. These innovations are deepening our ecological understanding, and when integrated thoughtfully, they can substantially boost biodiversity monitoring efforts, both by speeding up expert identification and by providing automated quality control. Beyond their scientific applications, these technologies hold an underappreciated yet powerful potential to function as readily accessible field guides, helping curious users become familiar with the species that live in their immediate surroundings.
Traditional tools for species identification, such as dichotomous keys, demand substantial investments of time and effort before their usage becomes efficient. Users must learn specialized terminology and acquire an overview of major taxonomic groups before they can make successful identifications. Automated identification services, on the other hand, deliver results instantly. In regions such as central Europe, several plant identification applications achieve high success rates, particularly for common and conspicuous species, which are the organisms that tend to attract beginners. Even when these tools do not provide a definitive answer, almost always they narrow the possibilities to a small number of relevant candidates, making subsequent confirmation with keys or field guides manageable even for non-experts.
With SpeciesID, we are building a suite of openly accessible species identification tools for Switzerland, covering several taxonomic groups and using information on local habitat conditions to refine image-based interpretations. I will illustrate how these developments can support learning and exploration, both for well-described groups such as vascular plants and butterflies, and for groups whose fascinating diversity so far has only been accessible to a handful of experts, such as moths. When built upon sufficient, high-quality training data, automated identification tools can empower anyone willing to embark on the journey to biodiversity literacy.
How to cite: Brun, P. and Zimmermann, N. E.: Automated species identification tools as biodiversity teachers, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-334, https://doi.org/10.5194/wbf2026-334, 2026.
Since 1970, bird populations have declined by an estimated three billion birds in the U.S. and Canada, representing a staggering decline in biodiversity fueled by habitat loss and other anthropogenic effects. Such biodiversity losses have significant implications for the health of ecosystems, given the key role that birds play in the food web and the ecosystem services they provide in seed dispersal, pollination, scavenging, and pest control.
Encouraging more human-nature interactions is critical to stem the decline in biodiversity and avert what some have referred to as “Extinction of Experience” resulting from a steady decline in human-nature interactions, which can lead to decreased affinity for and protection of nature. In contrast to the ‘Extinction of Experience’ cycle, the ‘Noticing Nature’ cycle describes feedback loops that occur when yards and gardens are managed for wildlife, which in turn attract more biodiversity such as birds and pollinators to yards. This can lead to more observations of nature, which leads to increased interest, connection, appreciation, and protection of nature. Thus, encouraging bird-friendly gardening practices has the potential to benefit people, birds, and local biodiversity.
Here we share results of a new initiative begun in 2025, leveraging social science insights and the Theory of Planned Behavior to engage more than 6,000 citizen scientists from the Great Backyard Bird Count in enhancing their yards to attract more birds. We present the initial social science research findings that informed the 8-month long guided behavior change campaign (Garden for Birds) to encourage and promote native plant gardening on behalf of birds and biodiversity. We also share learnings from the campaign as to what worked and didn’t for increasing engagement as well as the role of yard signs to instigate social diffusion. Our work underscores the need for continued social science research for creating targeted behavior change campaigns designed to minimize barriers and encourage adoption of activities at impactful scales that benefit birds, biodiversity, and people.
How to cite: Phillips, T., Rodomsky-Bish, B., Hebbard, C., and McFarlane, M.: From Extinction of Experience to Noticing Nature: Leveraging Social Science Insights for Collective Action on Behalf of Birds and Biodiversity, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-415, https://doi.org/10.5194/wbf2026-415, 2026.
The #Krautschau (#MoreThanWeeds) is a simple yet powerful action to make the hidden plant biodiversity of our cities visible: Participants write the names of wild plants growing in streets, wall cracks, or pavement joints directly next to them with colorful chalk, take pictures and share them on the social media. This low-threshold, creative approach connects science communication, environmental education, and artistic intervention. It is feasible for everyone, anytime and anywhere - without botanical expertise (thanks to the identification apps) or special equipment. It focusses on the hidden plant champions which many perceive only as "weeds". Yet plants are fundamentally important, especially in cities, to improve the quality of life and mitigate the consequences of climate change. In Germany, over 500 species have adapted to this urban habitat. By withstanding foot and vehicle traffic, heat, drought, soil compaction and pollution, they create valuable micro-ecosystems for numerous insects and other organisms. As stepping stone biotopes and connecting structures, they also connect habitats in the highly fragmented urban. Instead of being declared “weeds” and combated, they deserve recognition and protection.
The talk will present the idea, method, outreach and transformation potential of the #Krautschau and give indications how to organise one in your own city or institution. We will explore its roots in international citizen science and environmental activism, look at examples from diverse contexts, discuss adaptations for different cultural and linguistic settings and explore the possibilities for an international network and joint activities.
The talk also reflects how this format changes the perception of the urban environment – both for participants and for passers-by. Whether you are a researcher, educator, artist, activist, or simply curious, this format is a practical, creative way for everyone to link biodiversity topics to everyday life, inspire conversations on how to deal with urban nature, about the need to change our visual habits and sense of order and about participation in the city: who actually decides what is allowed to grow where and according to what criteria - and how does this change today?
How to cite: Krohmer, J.: From Urban Plant Diversity in Pavement Cracks to Public Engagement: The #Krautschau Approach, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-4, https://doi.org/10.5194/wbf2026-4, 2026.
The urgency of climate change and biodiversity loss increasingly calls for behavioral approaches that can explain and influence how individuals engage in pro-environmental practices. In particular, biodiversity loss, often less visible, remains difficult to communicate in ways that mobilize broad societal support. One promising pathway lies in activating social identities that align with sustainability goals. This research addresses a critical gap in behavioral sustainability scholarship by clarifying how different identity framings, social and environmental (biodiversity conservation versus climate change), shape young people’s willingness to engage in collective urban gardening to foster nature-based urban initiatives. Building on experimental evidence that social framing can be particularly effective in increasing engagement, the research replicates and extends prior designs in a French context to test whether distinct environmental framings differ in their effects, specifically contrasting messages that emphasize tackling climate change with those highlighting biodiversity conservation.
In collaboration with “Pyramide“, a university urban garden in Paris, a framed field experiment was conducted involving 30 000 university students. Participants were randomly assigned to receive one of four message framings about urban gardening opportunities: environmental (climate change), environmental (biodiversity conservation), peer-group social (emphasizing opportunities to connect with new friends), or a neutral control (basic gardening information). Responses are measured through digital engagement with a project landing page, complemented by self-reported attitudes and behavioral intentions. The study leverages online invitations and digital tracking tools aligned with the lifestyle and media habits of Generation Z in urban settings.
The study is expected to generate robust, scalable evidence on how identity-based messaging shapes both behavioral engagement and pro-environmental attitudes. It aims to offer actionable insights for designing communication strategies to involve youth in biodiversity-supporting urban initiatives. The study tests four hypotheses: social identity framing increases willingness to participate in urban gardening relative to a neutral control; environmental framings (biodiversity loss or climate change) strengthen pro-environmental attitudes relative to a neutral control; climate change framing is more persuasive than biodiversity loss framing in motivating behavioral intentions, given its higher salience among youth; and social identity framing primarily boosts behavioral engagement, whereas environmental framings primarily enhance attitudinal alignment with biodiversity and climate goals
How to cite: Dioba, A., Chambaudet, L., Alonso Fernández, B., Rubens, L., Blasco, M., and Fróes, I.: Biodiversity loss or climate change? Which identity activation fosters collective urban gardening among youth, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-448, https://doi.org/10.5194/wbf2026-448, 2026.
While understanding biodiversity and the natural world is an ongoing process, sharing the aspects we do understand is becoming of utmost importance. To change the trajectory of the world the action of each individual is needed, indifferent of their background and social status. One way to show people which actions will create positive change is by making the knowledge that research is producing accessible and practical, thus creating guidelines, roadmaps and visions open for all.
The Interreg Italia-Austria Project “BioBox – The Crossborder Biodiversity Toolbox” aims to function as such a roadmap. Addressing the decline of biodiversity in urban areas, BioBox offers measures supporting the target species Birds, Bats and Pollinators that are easy to implement, affordable to build and scalable. Using a mixed-media approach, these measures are presented as a booklet, an online platform, and workshop series. To allow individuals from all backgrounds to participate, the booklet is available in English, Italian and German. Additionally, the online platform will host the content of the booklet in easy language, sign language and a video format with subtitles. Through the online platform, interested individuals can reach out to the project team directly.
The workshop series can be attended by Pre-Schoolers and CEO of tech companies alike, as the material and content are tailored to various stakeholder and engages them through an interactive, perspective-shifting format. The workshop material can be used by multiplicators and educators with a previous introduction by us, thus enabling an independent workshop series to exist as well. By cooperating with socio-economic projects in the preparation of the workshop material, BioBox aims to address inclusion on several levels.
To understand the effect of the measures proposed by the project, a variety of the biodiversity enhancing measures are being implemented and monitored on pilot sites in the City of Villach and Udine, as well as on the Campuses of the University of Udine and Carinthia University of Applied Sciences.
By opening up conservation efforts and working together with people from all walks of life, we hope to inspire, implement and invite long lasting change in our project areas, and beyond.
How to cite: Hollerer, A., Polizzi, M., Vincent, E., and Schneider, M.: BioBox - A (Biodiversity) Toolbox to close the gap between Knowledge and Action , World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-680, https://doi.org/10.5194/wbf2026-680, 2026.
Citizen Science has evolved far beyond the collection of data by non-professionals. It represents a transformative shift in how scientific knowledge is generated, shared, and applied within society. At its core, Citizen Science democratizes research by involving individuals from diverse backgrounds and skill levels in scientific inquiry, fostering both data-driven insights and personal engagement with environmental issues. Rather than positioning participants solely as data gatherers, citizens gain scientific literacy, develop critical thinking, and cultivate a deeper sense of ecological responsibility—qualities that are instrumental in addressing today’s complex biodiversity and conservation challenges.
In this context, the German platform NABU-naturgucker-beobachtungen.de by NABUnaturgucker exemplifies the profound impact Citizen Science can have. Functioning as both a biodiversity documentation tool and a community hub, this platform enables users to report and identify species observations across ecosystems. This system not only generates high-quality, biodiversity data but also stimulates social learning and environmental awareness on a large scale. Its integrative model encourages long-term engagement, transforming passive observers into active participants who continuously refine their observation skills and thus their biodiversity literacy. Furthermore, the open accessibility and transparency of the database provided by NABUnaturgucker facilitates data reuse by researchers, policymakers, and educators, thus amplifying its scientific and societal value. In doing so, NABUnaturgucker illustrates how Citizen Science can evolve from a technical crowdsourcing approach into a collaborative ecosystem of knowledge co-production. Ultimately, Citizen Science as embodied by NABUnaturgucker redefines the boundaries between amateurs and professionals, strengthening the collective responsibility for biodiversity monitoring and conservation in a time of ecological uncertainty.
The presentation will build on these conceptual foundations and integrate concrete examples from ongoing research. These case studies will highlight both the methodological potential and the collaborative synergies that emerge when scientific research and public participation intersect, demonstrating how Citizen Science can generate insights that would be difficult to achieve through conventional research frameworks alone.
How to cite: Stillfried, M. and Wirth, A.: Why citizen science is more than just collecting data, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-98, https://doi.org/10.5194/wbf2026-98, 2026.
Biodiversity sustains the foundation of life. There are numerous ecological, economic, social, cultural, and ethical reasons to preserve it. To describe, study, document, and protect biodiversity, we need expertise that is acquired over many years. Fostering people’s connection to their natural environment and ensuring that enough species experts are trained in Switzerland in the future, requires that children already encounter opportunities in school to identify species in their habitats. Education plays a key role in raising awareness among young people about the value of nature – animal by animal, mushroom by mushroom, plant by plant, name by name. Species knowledge is thus an essential component of basic education.
A new educational programme for schools in Bern aims to provide children access to species knowledge and to support teachers in their teachings. The project « The Species ABC: Discovering and Identifying Native Biodiversity» is currently being developed in collaboration with eleven organisations in and around Bern that provide biodiversity-related educational activities for schools. The Species ABC is designed to help teachers introduce children to careful observation and species identification in a playful yet scientifically grounded way.
The Species ABC consists of seven species boxes covering the following organismic groups: trees, shrubs and plants; fungi and lichens; insects, spiders and other invertebrates; amphibians and reptiles; fish; birds; and mammals. All boxes follow a consistent structure and contain materials that enable species identification based on visible characteristics of selected species. These include information on species cards, identification keys, habitat posters, and games related to species recognition and observation. Each box also provides ready-to-use teaching units.
Once completed, the species boxes can be lented centrally and be used independently by teachers in their schools. In addition, teachers can book extracurricular activities offered by the partner organisations, enabling children to deepen their knowledge and experience species in their natural habitats.
How to cite: Bürki, T. and Rutte, C.: The Species ABC: Discovering and Identifying Native Biodiversity, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-397, https://doi.org/10.5194/wbf2026-397, 2026.
Despite extensive national and international efforts, public understanding of biodiversity remains limited and is often accompanied by misconceptions regarding its significance and the threats it faces (GFS Zürich, 2023). This weakens society’s ability to make informed decisions and adopt behaviors that support biodiversity conservation and sustainable development. Formal education plays a crucial role in addressing biodiversity illiteracy, yet current Swiss curricula and teacher-training programs do not systematically integrate biodiversity content. Research indicates that a lack of conceptual understanding hampers effective societal responses to biodiversity loss (European Commission 2019). Both students and pre-service teachers often lack a solid understanding of biodiversity and its importance (Navarro-Perez & Tidball, 2012; Tidemand & Nielsen, 2016; Lindemann-Matthies et al., 2011). This raises questions about how well teachers are prepared to address biodiversity-related content in the classroom and how a dedicated biodiversity-curriculum together with systematic teacher training strengthen students’ competences.
This four-year project aims to initiate a shift in how biodiversity education is approached within Swiss teacher training and compulsory schooling. It pursues three objectives: (i) developing competency frameworks for biodiversity education in teacher training and compulsory schooling, (ii) designing teacher training concepts and learning materials tailored to different educational levels, and (iii) generating empirical evidence onthe impacts of biodiversity education on the knowledge, attitudes, and intended behaviours of teachers and students.
The competence framework, teacher training concept and teaching materials are developed within a design-based research approach in co-creation with a sounding board of transdisciplinary biodiversity experts and representatives from all German-speaking Swiss Universities of Teacher Education. To assess the effectiveness of the teacher training and the learning materials for both pre-service teachers and their pupils we will conduct a controlled pre–post–follow-up study with multiple assessment instruments, involving more than 500 pre-service teachers and around 1,000 students across all stages of compulsory education. The project aims to deliver a comprehensive, research-informed framework for biodiversity education across compulsory schooling in Switzerland, establish a biodiversity literacy monitoring system, and engage key stakeholders for nationwide scaling with transfer potential beyond Switzerland. In this contribution, we present the project’s co-creation processes, study design and planned evaluation strategy.
How to cite: Jaun-Holderegger, B., Tempelmann, S., Garrecht, C., and Studhalter, U.: Towards a New Framework for Biodiversity Education: Early Insights into a National-Level Teacher Education Project, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-890, https://doi.org/10.5194/wbf2026-890, 2026.
In an effort to protect and restore biodiversity, re-engaging and reconnecting with nature, especially by fostering biodiversity literacy among younger generations, stands as one of the most pressing challenges in nature disconnected societies. To address this challenge in depth, various educational initiatives must be implemented, all together offering a broad range of opportunities for interaction with nature.
One such initiative in Germany is a biodiversity award for children called “Heupferdchen” (pronounced ˈhɔɪ̯ˌp͡feːɐ̯tçən), the German short name for the great green bush-cricket, Tettigonia viridissima — a common, large, and easily recognizable species in most of Germany and Central Europe. The name “Heupferdchen” resembles “Seepferdchen” (English: seahorse), a widely recognized beginner swimming certificate in Germany. The Heupferdchen program targets children roughly between 5 and 10 years old, and celebrates identification skills, early biodiversity knowledge, respectful interaction with nature, and research-oriented activities such as nature sketching.
After an exploration phase of at least one to two hours, in which participants are guided and encouraged to find, identify, and document species in a natural habitat, an oral examination follows; the Heupferdchen certificate is then awarded. The award includes a certificate, a badge, and additional suggestions for engaging with biodiversity in one’s free time or as a hobby.
The program is a free-to-use certificate, highly adaptable to various taxa, habitats, seasons, and target groups, while also offering guidelines for implementation and criteria to ensure educational quality. These criteria are crucial for achieving the certificate’s educational goals: to instill pride in biodiversity-related skills and knowledge, and to provide opportunities to shape attitudes, interests, and behaviours committed to biodiversity.
Furthermore, the initiative has fostered the creation of an open network of biodiversity educators from diverse backgrounds, including nursery school teachers, freelancers, retirees, and biologists. Through the network, award events are organized and support is offered for both formal and informal educational settings.
How to cite: Hense, J. and Weller, M.: Empowering Young Minds: the Biodiversity Literacy Award “Heupferdchen” for children as a tool for Education and Conservation, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-229, https://doi.org/10.5194/wbf2026-229, 2026.
Amid accelerating biodiversity loss and the growing disconnection from nature, strengthening species knowledge and biodiversity literacy has become a critical societal priority. The NABU-naturgucker-Akademie, developed by naturgucker, Germany’s largest platform for recording nature observations with over 300,000 active contributors, originated from three complementary motivations. First, it aims to enhance the observational skills of active users to improve the quality and reliability of biodiversity data. Second, it responds to the growing scarcity of true nature experts by fostering a broad foundation of nature literacy on which advanced expertise can develop. Third, it builds on the insight that the increasing alienation of people from nature can be counteracted through the acquisition of species knowledge, which strengthens both emotional connection and ecological understanding. To address these needs, the Akademie adopts a principle familiar from community sports development: many must participate if a few are to excel. In other words, advancing biodiversity literacy at a large scale requires wide participation and structured learning pathways that support both nature enthusiasts who learn for personal enjoyment and those who continue developing their skills and, over time, deepen their expertise through further training and field experience.
The NABU-naturgucker-Akademie offers a structured and free online learning environment that addresses a broad audience — from nature enthusiasts taking their first steps in species identification, to dedicated nature observers seeking to refine their skills, and to those wishing to explore specific topics in greater depth. Its modular curriculum comprises a variety of course formats with different objectives and levels of complexity, enabling learners to build knowledge progressively and, in some cases, to establish links to nationally recognized certification systems in nature conservation education.
Recognizing that nature knowledge cannot be acquired through digital means alone, the NABU-naturgucker-Akademie promotes blended-learning partnerships with educational institutions and conservation organizations, providing a scalable model for lifelong biodiversity education and civic engagement.
How to cite: Balmer, R. and Munzinger, S.: Empowering Biodiversity Literacy: The NABU-naturgucker-Akademie as a Scalable Model for Biodiversity Education in Civil Society, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-100, https://doi.org/10.5194/wbf2026-100, 2026.
In Switzerland, extensive data collection by volunteer field botanists has a long tradition. Indeed, there are many excellent field botanists in this country who like to share their floristic observations. This represents an incredible potential for specific data sampling. During the last revision of the Swiss Red List of vascular plants, published in 2016, InfoFlora decided to switch from an expert-based Red List to an evidence-based Red List. This important step could only be taken thanks to the great potential of voluntary work. As a result, 420 volunteer botanists visited more than 8,000 sites where the country's 713 rarest and most endangered species are found. This success story has motivated InfoFlora to continue the cooperation with the ‘Swiss botany community’ in a permanent way. Within a scientific data sampling framework, InfoFlora offers appealing ‘data sampling missions’ for the volunteers. Currently, missions are being promoted to update the Red Lists of vascular plants and charophytes.
To motivate botanists to participate actively in this large-scale endeavour, InfoFlora has developed a wide range of tools and opportunities. These include field missions accessible directly through a smartphone application, guided excursions, and identification workshops. In addition, various training courses are organised to improve the volunteers’ skills in recognising challenging taxa. Manuals and guidelines have been created to help volunteers carry out specific tasks in a consistent manner. Continuous validation of submitted observations—particularly those relevant to the Red List update—is carried out by experienced botanists to ensure the overall quality of the dataset.
This methodology significantly increases the volume of available data while maintaining a robust standard of data quality. It also addresses taxonomic bias by encouraging greater interest in overlooked taxonomic groups such as charophytes, thereby filling data gaps and expanding collective knowledge. Nonetheless, external mandates remain necessary for particularly complex investigations, demonstrating that volunteer work and paid specialist work are complementary rather than replacing each other.
How to cite: Gander, T.: Generating Red Lists with the support of citizens science, World Biodiversity Forum 2026, Davos, Switzerland, 14–19 Jun 2026, WBF2026-592, https://doi.org/10.5194/wbf2026-592, 2026.
