Introduction
The aquaculture industry relies heavily on plastics and will likely continue as the world depends more on oceans for high-quality protein (Skirtun et al., 2022). Plastic fragments from aquaculture can break down into microplastics, harming the marine environment (Tian et al., 2022). FAO highlights that marine aquaculture installations are major sources of abandoned, lost, or discarded fishing gear (ALDFG), worsening marine plastic pollution (Macfadyen et al., 2009). However, education on best practices and plastic management can improve decision-making and help address the issue (Sandu et al., 2022). This study aims to emphasise the role of education in tackling plastic pollution from ALDFG, presenting the results research from educational activities in Greece.
Materials and methods
This research was conducted as part of the Healthy Seas Foundation’s academic outreach project in Western Greece focusing on educating primary school students, university students, and academic staff about the impacts of marine plastic pollution from ALDFG and positive sustainable aquaculture practices. Educational programmes engaged 165 primary school students and their teachers in Astakos, Nafpaktos, and Amphilochia. These activities incorporated outdoor learning to enhance engagement and knowledge retention. The partnering European Outdoor Education Hub contributed by integrating experiential outdoor education methodologies. Activities included hands-on engagement with coastal environments, observation-based learning, and experimental exercises to help students grasp the real-world impact of ALDFG pollution. Experiential field sessions on the school grounds and the local seashore encouraged direct participation, fostering a deeper connection to marine conservation efforts. Adult education involved 8 university faculties from the Universities of Patras and Ioannina, with 205 students and staff, covering topics like plastic pollution from ALDFG and waste management best practices. A webinar expanded the reach globally. To assess the impact, questionnaires were used to measure changes in knowledge and perceptions, focusing on plastic pollution awareness and sustainable aquaculture practices.
Results
The in-person activities reached 370 people, including 205 university students and staff and 165 primary school students and teachers. The webinar engaged 107 additional participants. The questionnaire analysis revealed that while most participants were initially unfamiliar with ALDFG, 99.5% reported increased understanding after the seminar. 55% felt their knowledge had greatly improved. Audiovisual materials helped 64.6% better grasp the content, and 20% showed interest in further studying sustainable aquaculture practices, indicating the potential of education to promote sustainability. Regarding the results of the primary school fieldwork, qualitative feedback from teachers and students indicated that outdoor, experiential learning played a key role in improving engagement and knowledge retention. Educators, through Likert-Scale and open-ended questions noted that students were more receptive to conservation messaging when involved in hands-on activities in natural environments. This aligns with broader research on outdoor education’s effectiveness in environmental literacy and behavioral change.
Discussion
Education and training of the aquaculture workforce can contribute to enhancing the sustainability of the sector and empowering coastal communities. (Berkowitz et al., 2022). Similarly, educating children is equally important, as it lays the foundation for the next generation to become environmentally conscious and actively contribute to the protection of marine ecosystems (Freitas et al., 2023). The integration of outdoor education as part of the activities further amplified this impact, reinforcing the importance of immersive, place-based learning in fostering pro-environmental attitudes (Sobel 2005). Beyond traditional classroom settings, experiential learning in natural environments has been shown to enhance ecological awareness and long-term behavioral change, making it a crucial component in sustainability education. Adults preferred visual materials to understand plastic pollution, supporting studies on audiovisual learning effectiveness. (Kolandai-Matchett et al., 2021). In conclusion, modern education methods are key to raising awareness of environmental issues.
Acknowledgements
We sincerely thank Drs. Bekiari , Theodorou , Kehagias , and Antonopoulou (University of Patras), Drs. Kati, Chela, Nathanailidis , Skoufos , and Gouva (University of Ioannina) for their support. We also extend our heartfelt gratitude to the students, teachers, and entire school communities of the Primary School of Astakos, the 3rd Primary School of Nafpaktos, and the 1st Primary School of Amphilochia, whose active participation and enthusiasm greatly contributed to the success of our educational initiatives. The Healthy Seas Foundation and Hyundai Motor Europe supported the educational activities.
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