Blue Education Framework Workshop II: Curriculum Highlights

Overview 

The second policy workshop in the BlueLightS Blue Education Framework series focused on curriculum: how ocean and freshwater sustainability topics can be embedded into national education systems across Europe. Facilitated by Mikhail Primakov and Evita Tasiopoulou, the session featured expert speakers from Belgium (Flanders), Portugal, and Germany, followed by a panel discussion. Upcoming workshops will address educational resources (27 April) and professional development and teacher training (28 May). 

Framework Background 

Ivana Kovač (project lead at European Schoolnet) introduced the curriculum section of the Blue Education Framework. The curriculum is defined as a structured plan guiding what students learn, how they learn it, and the goals of education. Systems across Europe range from centralised (France, Greece) to decentralised (Spain, Belgium). Despite growing environmental awareness, ocean and freshwater literacy remain fragmented and dependent on individual teachers, siloed within science and geography, and inconsistently applied even in coastal countries. 

The framework identifies four maturity levels, from Level 1 (blue education absent or minimal) through Level 2 (present in some subjects but not mandated), Level 3 (expanded into informal learning and school networks), to Level 4 (fully embedded, funded, and supported nationally). 

Expert Presentations 

Belgium (Flanders) – Luc Zwartjes,  Lecturer and pedagogic advisor geography for Flanders, Ghent University, Belgium 

Luc assessed Flanders at Level 2. Blue education appears in fragments within geography and science but lacks cross-curricular coherence and is not mandatory. Geography covers coastal morphology and the water cycle, but misses systemic thinking and the blue economy. Science touches on biodiversity and plastic pollution but omits ocean-climate links and citizen science. A professional development gap means teachers lack confidence in marine and freshwater topics, and initial teacher training does not address them. 

Luc proposed a roadmap: acknowledge the gap, cross-pollinate across subjects, empower Blue School networks, shift towards experiential and field-based learning, centralise resources aligned to Flemish curriculum goals, and build partnerships with institutions such as VLIZ (Flemish Institute of the Sea) and Technopolis. 

Portugal – Rita Borges, Representative for Portugal, Oceano Azul Foundation 

Rita presented the ‘Educating a Blue Generation’ programme (launched 2018), designed to embed ocean literacy into primary education for ages 6–10. Teachers receive certified training and a curriculum alignment matrix to integrate ocean topics across all subjects. To date, over 1,500 teachers in 8 pilot municipalities and the Azores have been trained, reaching more than 300 schools. A four-year longitudinal evaluation confirmed strong uptake and measurable improvements in student ocean awareness and willingness to act. A ‘Blue Generation Student Profile’ was developed with the Ministry of Education, and a proposal for a more ocean-integrated curriculum was submitted to the Portuguese government in early 2025. A public consultation on core learning frameworks opened just before the workshop, creating a fresh opportunity for change. 

Germany – Marco Rieckmann, Expert in Education for Sustainable Development (ESD), University of Vechta, Germany 

Marco offered an Education for Sustainable Development (ESD) perspective built on three theses. First, curricula are enablers, not guarantees: they open doors, but teacher competencies and whole-institution support are needed to walk through them. Second, the focus must shift from content to competencies – systems thinking, future orientation, and action under uncertainty – requiring transformative, action-oriented pedagogy. Third, blue and sustainability education must be a cross-cutting framework across all subjects, not an add-on to science and geography. Lower Saxony’s regulation mandating sustainability across all subjects in all public schools is highlighted as a strong model, significantly boosting teacher training and university-level enrolment. Marco also noted that linking sustainability, digitalisation, and inclusion within shared frameworks reduces teacher overload. 

Panel Discussion – Barriers & Ways Forward 

Key Barriers 

• Silo thinking: rigid subject structures prevent cross-curricular collaboration. 

• Overloaded curricula: insufficient space for new content unless mandated. 

• Lack of obligation: without a requirement, uptake stays with a minority of enthusiastic teachers. 

• Slow reform cycles: curriculum change is politically complex and can take decades (e.g. Croatia). 

• Disconnection between marine science and education sectors. 

• Financial barriers: rising inequality is restricting field trips in some Belgian schools. 

Solutions & Ways Forward 

• Make integration mandatory – through curriculum reform or equivalent regulation. 

• Combine top-down policy with bottom-up teacher energy and high-quality resources. 

• Create cross-subject ‘learning lines’ mapping existing blue content by year group — a low-cost first step. 

• Engage now in upcoming curriculum reform windows (Belgium’s secondary review in ~6 years). 

• Build emotional connection: aquarium visits, storytelling, and prominent advocates open political doors. 

• Frame ocean education in blue economy terms to resonate with policymakers. 

• Embed ocean literacy in initial teacher education. 

Self-Assessed Maturity Levels 

Belgium (Flanders), Level 2, Fragmented coverage in geography and science. Next step: cross-subject learning lines and engagement in the upcoming secondary curriculum reform cycle. 

Portugal, Level 2–3, Strong pilot programme and ministry engagement. Awaiting MOU to scale nationally; recent curriculum consultation offers new openings. 

Germany (Lower Saxony), Level 3–4, Sustainability compulsory in all subjects across all public schools. Blue-specific integration varies by state; coastal states are most advanced. 

Next Steps 

Workshop 3: Educational Resources: 27 April 2026. 

Workshop 4: Professional Development & Teacher Training: 28 May 2026. 

All recordings and summaries available on the BlueLightS project website.