Teaching ocean literacy in science education: a systematic review

This comprehensive systematic literature review examined research trends in ocean literacy (OL) teaching within science education from 2012 to 2022, analyzing 43 articles from 357 initially identified studies using the PRISMA framework. The study addressed five key research questions about trends, curriculum integration, teaching methods, technology use, and assessment approaches in ocean literacy education.

Research Trends and Global Distribution

The review found a notable increase in ocean literacy research, particularly in 2022 with 16 published articles representing the highest annual output. Research showed no publications from 2012-2015, with growth beginning in 2016 and peaking in 2019 (12 articles) before declining during 2020-2021, likely due to COVID-19 impacts. Authors from 19 countries contributed to the field, with Europe leading (73.01% of publications), followed by America (14.28%) and Asia (9.5%). The United Kingdom led with 11 articles, followed by the USA, Italy, and Greece (7 articles each), with Taiwan and Croatia contributing 5 articles each.

Curriculum Integration Across Countries

Ocean literacy has been incorporated into educational curricula in multiple countries with varying approaches. The United States pioneered the Ocean Literacy Framework (OLF) in 2004, developing comprehensive guidelines including seven essential principles integrated with the Next Generation Science Standards (NGSS). Other countries have followed suit: Australia emphasizes field education programs, Canada (Nova Scotia) has integrated OL principles into secondary science curriculum though with limited coverage, Taiwan developed marine-based education programs within their 12-Year Basic Education Curriculum, Greece included OL principles in science textbooks though with uneven coverage, and Brazil has incorporated ocean themes into national curriculum documents, albeit with limited representation that varies by region.

Teaching Methods and Approaches

The review identified four primary methodological approaches used in ocean literacy education. Contextual Teaching and Learning (CTL) connects ocean concepts with students' real-life experiences through citizen science programs and collaborative learning, particularly effective in Portugal for teaching marine biodiversity and conservation. Project-Based Learning (PjBL) engages students in real-world projects addressing ocean environmental sustainability, with successful implementations including Brazil's "Pet-mar" program where elementary students created marine animal artwork from recycled materials. Problem-Based Learning (PBL) involves students in solving authentic marine environmental challenges, such as Spain's higher education programs incorporating fieldwork and geospatial data analysis. Inquiry-Based Learning (IBL) emphasizes student exploration of scientific questions, successfully implemented in Portugal where primary students conducted experiments on climate change impacts on marine ecosystems.

Technology-Enhanced Learning

The review revealed diverse technology applications in ocean literacy education. Game-Based Learning (GBL) has proven effective, with examples like Italy's "SeAdventure" game successfully educating students about marine conservation and motivating environmentally friendly behaviors. Virtual Reality (VR) provides immersive learning experiences, with Swedish students using VR to understand ocean acidification impacts and Portuguese programs enhancing understanding of marine ecology relationships. Digital storytelling enables students to share stories about marine issues, successfully implemented in Greece and Portugal to raise awareness about marine debris and local environmental problems. Social media integration, such as Ireland's MaREI Twitter account, effectively raises awareness among students and teachers about marine conservation. Multimedia technology, including instructional videos, simulations, virtual labs, and interactive applications, enhances student engagement and understanding across all educational levels.

Assessment and Measurement Tools

The review identified comprehensive assessment instruments measuring three key dimensions of ocean literacy. Knowledge dimension tools include the Survey of Ocean Literacy and Experience (SOLE), Ocean Literacy Inventory (OLI), Ocean Literacy Survey (OLS), Mediterranean Sea Literacy (MSL), and International Ocean Literacy Survey (IOLS), which has been used globally across 24 countries in 17 languages. Attitude dimension assessments use the Survey of Ocean Stewardship (SOS) and Attitude Toward the Ocean (ATO) instruments to evaluate students' acceptance and internalization of ocean-related concepts. Behavior dimension measurement is limited to the Scenarios of Ocean Environmental Morality (SOEM) instrument, highlighting a significant gap in behavioral assessment that represents an opportunity for future research.

Educational Level Applications

Ocean literacy education spans all educational levels with targeted approaches. Elementary education focuses on laying foundational knowledge and awareness of marine ecosystems, particularly important for coastal region students, with successful Mediterranean implementations correcting misconceptions and enriching understanding. Secondary education emphasizes comprehension of ocean issues, cultivating pro-environmental attitudes through hands-on activities and research projects, with interdisciplinary approaches enriching understanding of complex marine ecosystem relationships. University-level education extends scientific knowledge and skills through experiential learning, direct engagement in research projects, and conservation schemes, preparing students for science-based decision-making in environmental policy and marine resource management.

Global Sustainability Connections

The review emphasizes ocean literacy's significant contributions to achieving United Nations Sustainable Development Goals (SDGs). OL supports SDG 4 (Quality Education) by integrating ocean-related knowledge into educational curricula, exemplified by Portugal's "Blue School" program. It contributes to SDG 13 (Climate Action) by enhancing public awareness of climate change impacts on marine ecosystems and advocating mitigation actions. Most directly, OL supports SDG 14 (Life Below Water) by promoting marine life protection, pollution reduction, and sustainable fishing practices through enhanced public understanding of marine ecosystems.

Future Research Directions

The review identified several areas for future development. Behavioral dimension assessment needs expansion beyond the single SOEM instrument to understand how sustainable pro-marine environmental behaviors develop across different educational levels and geographical contexts. Content-specific measurements for particular environmental issues like climate change and biodiversity loss require development to complement the general measures. International collaboration should be expanded to include more countries and regions in ocean literacy research and implementation. Technology integration research should explore emerging technologies and their effectiveness in marine education contexts.

This systematic review demonstrates that ocean literacy education has evolved into a globally recognized field with diverse, effective approaches for enhancing students' understanding, attitudes, and behaviors toward marine environments. The integration of innovative teaching methods, technology-based learning media, and comprehensive assessment tools across all educational levels shows significant potential for preparing environmentally conscious generations capable of supporting marine sustainability and conservation efforts worldwide.