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Draft:Ocean Literacy

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This page is about the educational framework. For literacy related to oceans in general, see Marine education.
Ocean literacy
PurposePublic understanding of ocean science and stewardship


Ocean Literacy refers to the understanding of the ocean’s influence on people and people’s influence on the ocean. It encompasses scientific knowledge, systems thinking, civic engagement, and emotional connection to marine environments, aiming to build stewardship, sustainability, and informed ocean-related decision-making.[1]

History and development

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Ocean literacy emerged in the early 2000s through a consensus-building process among ocean scientists, educators, and institutions in the United States, including the National Oceanic and Atmospheric Administration (NOAA), the National Marine Educators Association (NMEA), and the College of Exploration. This led to the publication of the Ocean Literacy: Essential Principles of Ocean Sciences K–12 framework in 2005, updated in 2013.[2]

The framework was later endorsed and globalized by the Intergovernmental Oceanographic Commission of UNESCO (IOC–UNESCO), which integrated it into its Ocean Literacy Programme and the UN Decade of Ocean Science for Sustainable Development (2021–2030).[3]

Definition

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Ocean literacy is defined as the knowledge and understanding of the ocean’s role in human life and the role humans play in affecting ocean health. A person who is ocean literate can:

  • Comprehend fundamental ocean processes and interconnections
  • Communicate about marine issues effectively
  • Make informed and responsible decisions concerning ocean resources[4]

Essential principles

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The ocean literacy framework identifies seven essential principles to structure learning:

  1. Earth has one big ocean with many features.
  2. The ocean and life in the ocean shape the features of Earth.
  3. The ocean is a major influence on weather and climate.
  4. The ocean makes Earth habitable.
  5. The ocean supports a great diversity of life and ecosystems.
  6. The ocean and humans are inextricably interconnected.
  7. The ocean is largely unexplored.

Each principle is supported by multiple fundamental concepts that guide curriculum development and public education efforts worldwide.[2]

Global implementation

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UNESCO–IOC maintains the Ocean Literacy Portal, a global platform offering resources, webinars, project guides, and regional networks such as Blue Schools, Ocean Literacy With All, and the Global Stakeholder Platform. These efforts support educators, scientists, artists, and activists across continents.[4]

Ocean literacy has been integrated into national and regional frameworks by organizations such as the European Marine Science Educators Association (EMSEA), Ocean Literacy Brasil, the Asia Marine Educators Association, and numerous UN-recognized programs in support of SDG 14.[2]

Role in the UN Ocean Decade

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Ocean literacy is a core societal outcome of the United Nations Ocean Decade of Ocean Science for Sustainable Development (2021–2030), a framework designed to align marine science with sustainable development. The Decade supports initiatives that build inclusive, equitable, and evidence-based public understanding of the ocean.[3]

Educational applications

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The ocean literacy framework informs science curricula in formal and informal settings. In the United States, it is aligned with the Next Generation Science Standards (NGSS). Globally, it is used in ocean-themed school programs, aquaria, coastal communities, and higher education institutions. The International Ocean Literacy Survey (IOLS) assesses understanding and attitudes in over 30 languages.[4]

Research and impact

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Studies show that increased ocean literacy correlates with pro-environmental behaviors, marine conservation support, and emotional connection to nature. Youth who are exposed to ocean education report higher concern for climate and greater self-efficacy in environmental action.[5]

Challenges

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Despite its global relevance, ocean literacy faces several challenges:

  • Limited access to quality ocean education in many regions
  • Underrepresentation of indigenous knowledge systems
  • Lack of marine visibility in landlocked communities
  • Need for multilingual and culturally adapted resources[6]

See also

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References

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  1. ^ McKinley, E., Burdon, D., & Thompson, R. (2022). Ocean literacy and marine citizenship: Shifting the narrative for ocean governance. Marine Pollution Bulletin, 184, 114193. https://doi.org/10.1016/j.marpolbul.2022.114193
  2. ^ a b c Santoro, F., Fauville, G., & Tuddenham, P. (2021). The Global Evolution of Ocean Literacy. In The Global Environmental Education Partnership (GEEP). https://thegeep.org/sites/default/files/2024-08/GEEP%20E-Book%20Chapter_The%20Global%20Evolution%20of%20Ocean%20Literacy.pdf
  3. ^ a b UNESCO–IOC. (2021). Implementation Plan of the UN Decade of Ocean Science for Sustainable Development (2021–2030). https://unesdoc.unesco.org/ark:/48223/pf0000378041
  4. ^ a b c Santoro, F. et al. (2017). Ocean Literacy for All: A Toolkit. UNESCO-IOC and European Commission. https://unesdoc.unesco.org/ark:/48223/pf0000260721
  5. ^ Guest, H., Lotze, H. K., & Wallace, D. (2022). Youth perceptions of the ocean and ocean literacy: A global perspective. Frontiers in Marine Science, 9, 976006. https://doi.org/10.3389/fmars.2022.976006
  6. ^ Fauville, G. et al. (2021). Ocean literacy in higher education: An exploratory study of university curricula. Ethics in Science and Environmental Politics, 21, 1–11. https://doi.org/10.3354/esep00193
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Category:Science education Category:Environmental education Category:Oceanography Category:Sustainability Category:UNESCO Category:Marine conservation

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