Navigating curriculum in Ocean literacy

Abstract

Ocean Literacy has three defined aspects: knowledge about the ocean, ability to communicate about the ocean, and taking responsible action toward the ocean. However, relatively little research has been done on how to achieve these goals. UNESCO has declared the years 2021–2030 the Decade of Ocean Science for Sustainable Development, and emphasized Ocean Literacy as a key strategy for attaining the goals of the Ocean Decade. The purpose of this research is to examine Ocean Literacy in a global and cross-cultural context to understand how curriculum might engage with the constantly changing and evolving issues around the ocean. Cited international research on Ocean Literacy was analyzed, focusing on issues and opportunities surrounding the current widely accepted definition of Ocean Literacy. The findings are in three parts. First, that an internationally used definition stems from a single definition of Ocean Literacy generated in the United States. Second, a more culturally-relevant definition of Ocean Literacy is needed. Third, in terms of school development, an Ocean Literacy measurement tool would be of help for schools to find the collective constraints and challenges within each school who want to achieve the UN goals. These findings have implications for science and education researchers, school administrators and educators, policy-makers, NGOs and companies as Ocean Literacy efforts are undertaken across sectors and in diverse cultural and geographic contexts.

Ocean Literacy has three defined aspects: knowledge about the ocean, ability to communicate about the ocean, and taking responsible action toward the ocean. However, relatively little research has been done on how to achieve these goals. UNESCO has declared the years 2021–2030 the Decade of Ocean Science for Sustainable Development, and emphasized Ocean Literacy as a key strategy for attaining the goals of the Ocean Decade. The purpose of this research is to examine Ocean Literacy in a global and cross-cultural context to understand how curriculum might engage with the constantly changing and evolving issues around the ocean. Cited international research on Ocean Literacy was analyzed, focusing on issues and opportunities surrounding the current widely accepted definition of Ocean Literacy. The findings are in three parts. First, that an internationally used definition stems from a single definition of Ocean Literacy generated in the United States. Second, a more culturally-relevant definition of Ocean Literacy is needed. Third, in terms of school development, an Ocean Literacy measurement tool would be of help for schools to find the collective constraints and challenges within each school who want to achieve the UN goals. These findings have implications for science and education researchers, school administrators and educators, policy-makers, NGOs and companies as Ocean Literacy efforts are undertaken across sectors and in diverse cultural and geographic contexts.