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Teachers need training programs on blue education 

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Teachers need training programs on blue education 

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Many times even when we talk with teachers about blue education and even if they are interested in it, it is very difficult for them to include in their class due to the already heavy work load and topics they are obliged to complete throughout the year.

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Lack of national initiatives for teacher trainings in blue topics

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Lack of national initiatives for teacher trainings in blue topics

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In a national level and coming from government there are no blue trainings to provide the teachers with all the neccessary information. There are institutes that try to organise such trainings but the participation is depending highly on their personal contacts results to limited outreach.

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School headmasters can help the teachers, or discourage them

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There has to be some top level frame to deliver blue education. Curriculum yes, but if it is too complicated, then some national recommendation and something similar. In that case teachers have a framework under which they need to deliver blue education and it is also a foundation for additional needs such as teacher trainings and educational resources. Otherwise, blue education remains sporadic and delivered only by enthusiastic teachers, which is not a systematic approach to blue education.

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making blue education a priority for all education stakeholders. Both approaches must be addressed: bottom-up (trainings for teachers, educational resources, support) and top-down (get interest and support of the ministry, teacher training agency, book publishers...).

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blue education initiatives mostly come from marine science sector, not education. It is hard to make the connection between these.

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Teachers should be part of the blue education design, they should be part of the process so then the blue path fits better with the schools reality

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Teachers should be part of the blue education design, they should be part of the process so then the blue path fits better with the schools reality

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As a teacher, I think it could be useful to have ocean literacy integrated into the other subject in general, which is something that is already happening in the text books I use (a mixture of English and Italian resources). However, one thing that I think could work would be just one year, for example Year 6, with a focus on the Ocean. It's an age where the students are starting to make connections and the Ocean can act as a topic where they are connections to everything else, math, geography, etc.

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Maybe a creation of blue projects in summer camps could be a way of promoting blue eudcation outside of schools!

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While doing some activities with kids about ocean literacy or fresh water,we could need promotion materials,or be supported to observe the nature by means of transportation,and that moment,as teachers we can't make our dreams true as we exactly wish.

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Overload of training and day-to-day work among teachers

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Overload of training and day-to-day work among teachers

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School administration and school stakeholders must be in hormany and provide a positive atmosphere to carry out ocean literacy activities.

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Lack of stability of teachers. Quite often, single teachers will do some blue work but without transferring it to the schools. When they leave the school, the expertise disappears.

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Lack of stability of teachers. Quite often, single teachers will do some blue work but without transferring it to the schools. When they leave the school, the expertise disappears.

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As an English teacher working at a primary school in Erdek which is by the sea,I founded an eTwinning project with European friends from kindergardens and primary schools about ocean literacy.Little Explorers of the Blue Planet.Since October,we have accomplished many important activities,collaborated efficiently,created nice joint products.So I want to underline the importance of eTwinnning projects.Thanks to Esep,teachers come together and do their best for the society.

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The blue not only on science subjects, it can be more transversal and be part of other subjects

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universities with Teacher education university programs - to educate pre-service teachers

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Out of sight, out of mind. The ocean has not been a priority. But this is changing. I agree with Luc that the importance should be highlighted.

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A clear pathway to what and how to include the ocean in the curriculum is needed. In the US the OL principles were developed for this. Are these suitable for Europe's different education systems? Do we need each country to select what should be in the curriculum?

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Ministry of education - if they understan the importance an need for blue education, implementing it will be easier. Some initiative or recommendation should go from the EU level directly to ministries of education

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Can you be science/environmental  literate without being ocean literate?

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Can you be science/environmental  literate without being ocean literate?

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I am referring to a quote of Craig Strang (

https://www.researchgate.net/publication/237286927_Can_you_Be_Science_Literate_Without_Being_Ocean_Literate ), that is still very accurate today.

The following article explains how the National Science Teaching Association (NSTA) and the National Marine Educators Association (NMEA) in the US strongly support the inclusion of Ocean science as a critical component of curriculum and instruction.

https://www.nsta.org/nstas-official-positions/the-importance-of-teaching-and-learning-about-the-ocean#:~:text=To%20be%20scientifically%20or%20environmentally%20literate%2C%20one%20must%20understand%20key,the%20goals%20of%20the%20NGSS.

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The Importance of Teaching and Learning About the Ocean: Ocean Literacy as a Critical Component of Science and Environmental Literacy

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Level 1 – Discover

Start noticing water, oceans, and their importance

Occasional mentions in lessons

No formal curriculum integration

Teacher-led, isolated activities

Level 2 – Investigate

Explore topics through activities, experiments, and questions

Included in at least 1 subject

Structured lessons or mini-projects appear

Initial collaboration among teachers

Level 3 – Connect

Link water and ocean topics across subjects

Interdisciplinary projects implemented

Learning objectives and assessment criteria defined

Students begin to relate knowledge to real-life contexts

Level 4 – Apply

Work on real-world challenges and collaborate with others

Fieldwork and community engagement included

Partnerships with experts, NGOs, or local authorities

Students propose solutions to local water or environmental issues

Level 5 – Lead

Take initiative and lead Blue Education projects

Whole-school strategy or action plan in place

Student-led projects with measurable impact

Participation in international initiatives (eTwinning, Scientix,...)

Ongoing evaluation, reflection, and improvement cycles

🔹 Progression Logic

Discover → Investigate → Connect → Apply → Lead

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Schools lack hands-on equipment, field access, or digital learning tools.Schools may want to progress but are constrained by limited strategy or coordination.Lessons are often theoretical, disconnected from local rivers, coasts, and ecosystems.

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As an additional contribution, it could be valuable to include a workshop titled “Ocean Literacy through Digital Exploration and Project-Based Learning.” This workshop could focus on raising students’ awareness about ocean conservation while enhancing their digital, research, and collaboration skills.

The workshop might include interactive elements such as exploring real-time ocean data through digital platforms, engaging students in small-scale project development on topics like marine pollution, climate change, and biodiversity, and integrating AI tools to support idea generation and creative presentations.

Incorporating gamification elements—such as mission-based tasks or role-playing scenarios (e.g., marine scientists, environmental advocates, or policy makers)—could further increase student engagement and motivation.

Such a workshop could contribute to developing ocean literacy while encouraging students to take an active role as responsible global citizens. It may also provide adaptable ideas and materials that educators can implement in diverse classroom settings.