Finding Forms of Blue Education That Enable Transformative Changes

The first webinar of the Blue Education Platform aimed to present the concept of transformative changes and explore the conditions under which blue education can foster such changes among students.

The first part of the webinar, facilitated by Louise Bigot from the French Office for Biodiversity (OFB), introduced the concept of “transformative changes” as defined by IPBES (Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services): a deep and systemic reorganization of technological, economic, and social structures, necessary to ensure the sustainability of biodiversity and human well-being. These changes have become urgent in the face of the rapid degradation of ecosystems—particularly marine and freshwater ones—driven by human activities and unsustainable development models. Education, and more specifically blue education, plays a key role in this transformation by fostering shifts in values and perspectives. This includes reconnecting with nature, adopting sustainable behaviors, and co-constructing knowledge. This first part of the webinar laid the groundwork for a broader reflection on how education can actively contribute to deep and lasting transformations.

Bréwal Soyez-Lozach then presented his research on environmental education initiatives that influence students’ relationship with nature. Based on an international literature review of 56 articles, his study first proposes an ideal-typical approach to identify the characteristics of educational settings and pedagogical practices that positively impact students’ connection to nature within school-based environmental education. The literature highlights several influential features: a high degree of naturalness[1], a local setting[2], and regular engagement over time[3]. Additionally, specific pedagogical approaches—such as active, collaborative, project-based, sensory, and emotionally engaging methods—are consistently associated with positive transformations in students’ relationship to nature[4].

Building on these findings, the presentation offered a critical analysis of environmental education programs currently implemented in French schools. A first group—including subject-based approaches, the E3D label projects, and eco-delegate schemes—tends to lack most of the effective characteristics identified in the literature. A second group—including citizen science projects, school nature trips, outdoor classes, and educational marine areas—more closely aligns, though to varying degrees, with the approaches shown to foster a stronger connection to nature.

The webinar concluded with a collective discussion on the enablers and barriers to implementing such transformative changes. This conversation focused particularly on the role of art in reshaping our relationship with nature, and on how to foster a meaningful connection to the ocean among students living in landlocked countries.

Curious to re-watch the webinar? Click HERE.

[1] (eg., Kiewra & al., 2023 ; Powell & al., 2023 ; Dale & al., 2020 ; Stern & al., 2008 ; Barnett & al., 2006)

[2] (eg., Duvall & Zint, 2007 ; Barratt Hacking & al., 2007 Cottereau, 2001 ; Rickinson, 2001)

[3] (eg., Wauquiez, 2022 ; Bergman, 2016 ; Ernest, 2005)

[4] (eg., Monroe & al., 2019 ; Beery & Jørgensen, 2018 ; Krasny & Delia, 2015 ; Ballantyne & Packer, 1996)