Change Through Education? How Teachers Can Transform Societal Perception of Biodiversity
Status
Project phase ongoing
Project contact PHSG
Advancing Biodiversity Literacy Through Education
An alliance of teacher education universities, biodiversity experts, schools and GLOBE Switzerland develops a research-based programme to strengthen pupils’ biodiversity literacy and empower them to build an understanding its importance for society.
An alliance of teacher education universities, biodiversity experts, schools and GLOBE Switzerland develops a research-based programme to strengthen pupils’ biodiversity literacy and empower them to build an understanding its importance for society.
Lay Summary Lead
Advancing Biodiversity Literacy Through Education
An alliance of teacher education universities, biodiversity experts, schools and GLOBE Switzerland develops a research-based programme to strengthen pupils’ biodiversity literacy and empower them to build an understanding its importance for society.
An alliance of teacher education universities, biodiversity experts, schools and GLOBE Switzerland develops a research-based programme to strengthen pupils’ biodiversity literacy and empower them to build an understanding its importance for society.
Lay Summary
Biodiversity loss represents one of the most pressing global challenges, as eco- systems which are rich in biological diversity provide essential services and long- term benefits for humanity (IPBES, 2019). Despite extensive national and inter- national efforts, public understanding of biodiversity remains limited and is often accompanied by misconceptions regarding its significance and the threats it faces (European Commission, 2019; GFS Zürich, 2023). This knowledge gap 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 under- standing—including knowledge of genetic and ecosystem diversity or human- driven species decline—significantly hampers effective societal responses to biodiversity loss (IPBES, 2024; Liu et al., 2022). While short-term interventions have been shown to enhance biodiversity awareness (e.g., Schneiderhan-Opel &Bogner, 2020), the current curriculum for the German-speaking part of Switzerland (LP21) and teacher education programs lack a coherent and progressive framework for integrating biodiversity education across all compulsory school cycles. Teachers serve as key mediators of scientific knowledge and require both strong content knowledge (CK) and pedagogical content knowledge (PCK) to effectively teach biodiversity competencies. Given that biodiversity is a socio scientific issue with ecological, economic, ethical, and political dimensions (Sadler, 2004; Zeidler & Sadler, 2007), educators must be equipped to navigate both scientific principles and broader societal debates. Without adequate training and resources, opportunities to foster biodiversity literacy in young learners are lost. To address these challenges, this project adopts an innovative, transdisciplinary approach to developing, implementing, and evaluating research-based teacher-training concepts (TC) and curriculum-aligned learning arrangements (LA) designed to strengthen biodiversity literacy from primary through lower-secondary education. A key element of this initiative is a robust collaboration among 11 Universities of Teacher Education (UTEs) and an advisory sounding-board composed of biodiversity scientists, practitioners, and policymakers, ensuring both scientific rigor and societal relevance. By enhancing teacher training and curriculum integration, this project aims to provide a scalable model for fostering biodiversity literacy and equipping future generations with the knowledge and skills necessary to engage in sustainable biodiversity conservation efforts.
Overall Objectives In addition to revolutionizing biodiversity education in Switzerland, we aim to address the following key research questions: How does targeted teacher training on biodiversity affect (i)teachers’ competencies and instructional practices in compulsory education, and (ii) the resulting biodiversity knowledge, attitudes, and behavioral intentions among school students, thereby contributing to enhanced biodiversity literacy in society? Furthermore, we aim to (iii)specifically investigate how biodiversity knowledge influences students' and pre-service- teachers' attitudes toward and behavioral intentions regarding biodiversity conservation.
Specific Aims
1.Create a progressive competency framework aligned with LP21.
2.Develop and pilot research-based training concepts (TC) to strengthen teachers’ CK/PCK and reflective practices.
3.Produce curriculum-aligned learning arrangements (LA) for primary and lower-secondary levels, ensuring progression in biodiversity understanding.
4.Evaluate intervention impacts via controlled pre-, post-, and follow-up assessments, including waitlist control groups.
5.Foster long-term sustainability by establishing a biodiversity literacy monitoring system and engaging key stakeholders for nationwide scaling.
Methods
1.Framework Co-Creation: Define competence goals for students and teachers via transdisciplinary collaboration with UTEs and an expert Sounding Board.
2.Educational Design Research: Iteratively develop and test teacher training concepts (TC) and classroom learning arrangements (LA), embedding reflective tasks and field-based activities (e.g., biodiversity mapping).
3.Mixed-Methods Evaluation: Conduct pre-, post-, and follow-up assessments (with wait-list control groups) of CK, PCK, attitudes, and behavioral intentions. Complement with qualitative classroom observations, interviews, and focus groups.
4.Scaling & Monitoring: Refine TC/LA based on findings and disseminate mate- rials via GLOBE Switzerland and UTEs. Establish a biodiversity literacy monitoring system for continuous evaluation and alignment with emerging scientific knowledge.
Expected Results and Impact on the Field
1.Evidence-Based Biodiversity Competency Framework: The project will deliver the first comprehensive, research-driven framework for biodiversity education across all compulsory school levels in Switzerland (and potentially throughout Europe).
2.Enhanced Quality and Consistency in Teacher Education: The co-developed teacher-training-modules will significantly improve teachers’ scientific knowledge, pedagogical skills, and confidence in delivering biodiversity lessons, thereby raising national standards in biodiversity education.
3.Empirical Insights into Teaching Effectiveness: Controlled studies will yield clear evidence of the impact of targeted teacher training on both teacher competencies and student learning outcomes, as well as their attitudes and behavioral intentions towards biodiversity, informing future policy and curricular refinements.
4.Long-Term Societal Transformation: By fostering comprehensive biodiversity- literacy—including system-, target-, and transformation knowledge—the project aims to empower citizens to make informed decisions. The continuous monitoring system will support evidence-based policy adjustments over time.
5.(Nationwide) Dissemination and Sustainability: Through strategic partnerships with GLOBE Switzerland, 11 UTEs, and governmental bodies (e.g., FOEN/BAFU), the validated modules and materials will be widely integrated into teacher education and school curricula, initially in the German-speaking regions and potentially nationwide.
By integrating cutting-edge scientific insights with state-of-the-art pedagogical strategies, this project directly addresses the root causes of biodiversity ignorance in formal education. It offers fundamental insights into the effects of teacher training on educational practices and student outcomes, ultimately shaping societal attitudes and behaviors toward biodiversity conservation. The project’s innovative, transdisciplinary approach—supported by a broad coalition of UTEs, biodiversity experts, and other key stakeholders—lays a solid foundation for the effective and sustainable promotion of biodiversity competencies, marking a significant advancement in science education research and ecological stewardship.
Overall Objectives In addition to revolutionizing biodiversity education in Switzerland, we aim to address the following key research questions: How does targeted teacher training on biodiversity affect (i)teachers’ competencies and instructional practices in compulsory education, and (ii) the resulting biodiversity knowledge, attitudes, and behavioral intentions among school students, thereby contributing to enhanced biodiversity literacy in society? Furthermore, we aim to (iii)specifically investigate how biodiversity knowledge influences students' and pre-service- teachers' attitudes toward and behavioral intentions regarding biodiversity conservation.
Specific Aims
1.Create a progressive competency framework aligned with LP21.
2.Develop and pilot research-based training concepts (TC) to strengthen teachers’ CK/PCK and reflective practices.
3.Produce curriculum-aligned learning arrangements (LA) for primary and lower-secondary levels, ensuring progression in biodiversity understanding.
4.Evaluate intervention impacts via controlled pre-, post-, and follow-up assessments, including waitlist control groups.
5.Foster long-term sustainability by establishing a biodiversity literacy monitoring system and engaging key stakeholders for nationwide scaling.
Methods
1.Framework Co-Creation: Define competence goals for students and teachers via transdisciplinary collaboration with UTEs and an expert Sounding Board.
2.Educational Design Research: Iteratively develop and test teacher training concepts (TC) and classroom learning arrangements (LA), embedding reflective tasks and field-based activities (e.g., biodiversity mapping).
3.Mixed-Methods Evaluation: Conduct pre-, post-, and follow-up assessments (with wait-list control groups) of CK, PCK, attitudes, and behavioral intentions. Complement with qualitative classroom observations, interviews, and focus groups.
4.Scaling & Monitoring: Refine TC/LA based on findings and disseminate mate- rials via GLOBE Switzerland and UTEs. Establish a biodiversity literacy monitoring system for continuous evaluation and alignment with emerging scientific knowledge.
Expected Results and Impact on the Field
1.Evidence-Based Biodiversity Competency Framework: The project will deliver the first comprehensive, research-driven framework for biodiversity education across all compulsory school levels in Switzerland (and potentially throughout Europe).
2.Enhanced Quality and Consistency in Teacher Education: The co-developed teacher-training-modules will significantly improve teachers’ scientific knowledge, pedagogical skills, and confidence in delivering biodiversity lessons, thereby raising national standards in biodiversity education.
3.Empirical Insights into Teaching Effectiveness: Controlled studies will yield clear evidence of the impact of targeted teacher training on both teacher competencies and student learning outcomes, as well as their attitudes and behavioral intentions towards biodiversity, informing future policy and curricular refinements.
4.Long-Term Societal Transformation: By fostering comprehensive biodiversity- literacy—including system-, target-, and transformation knowledge—the project aims to empower citizens to make informed decisions. The continuous monitoring system will support evidence-based policy adjustments over time.
5.(Nationwide) Dissemination and Sustainability: Through strategic partnerships with GLOBE Switzerland, 11 UTEs, and governmental bodies (e.g., FOEN/BAFU), the validated modules and materials will be widely integrated into teacher education and school curricula, initially in the German-speaking regions and potentially nationwide.
By integrating cutting-edge scientific insights with state-of-the-art pedagogical strategies, this project directly addresses the root causes of biodiversity ignorance in formal education. It offers fundamental insights into the effects of teacher training on educational practices and student outcomes, ultimately shaping societal attitudes and behaviors toward biodiversity conservation. The project’s innovative, transdisciplinary approach—supported by a broad coalition of UTEs, biodiversity experts, and other key stakeholders—lays a solid foundation for the effective and sustainable promotion of biodiversity competencies, marking a significant advancement in science education research and ecological stewardship.
Relation to the professional field
Research project
Fields of Science and Technology (OECD)
Project contact PHSG
Consortium Coordinator
Partner Organisations
Principal Investigator
Jaun-holderegger Barbara
Studhalter, Ueli
Tempelmann, Sebastian
Wyss, Eric
Investigators
Co-Investigator(s) external
Flessa, Fabienne
Garrecht, Carola
Gentsch, Angela
Hoesli, Matthias
Sowula, Jakub
| Funder | Start | End | Award URL Funder | Grant Number Funder | Funder Program |
November 1, 2025 | October 31, 2029 | 408240_234988 | NFP 82 - Biodiversität und Ökosystemleistungen | ||
Note on the external funding