By Bárbara Pinho

Around 40% of the EU’s population lives within 50 kilometres of the coast, and large parts of the continent’s economy, climate resilience and wellbeing depend on healthy oceans and seas. Yet despite this close connection, understanding of how the ocean works — and how human activity impacts it — remains limited.

“You have people living right by the sea, relying on it every day, but they still don’t know much about it,” said Melita Mokos, a marine biologist at the University of Zadar in Croatia.

Her work focuses on ocean literacy — helping people understand how the ocean functions, why it matters, and how everyday choices affect its health.

Although awareness campaigns have increased in recent decades, many people still underestimate both the pressure human activity puts on the ocean and the benefits society gains from healthy marine ecosystems.

A recent survey of 3,500 young peopleillustrates the challenge. While three-quarters said a healthy ocean matters, almost half believed the ocean is still in good condition.

To help close that gap, Mokos has joined a group of researchers from across Europe involved in BlueLightS, an EU-funded initiative launched in 2024 as part of the EU’s mission to restore our ocean and waters. The project aims to strengthen blue education — a key pillar of ocean literacy — by helping learners of all ages understand their connection to the ocean and role in protecting it.

BlueLightS is one of several EU-funded initiatives tackling the ocean literacy challenge. Sister projects such as ProBleu and SHORE are also experimenting with new ways to connect people to the ocean, from education and community engagement to hands-on learning. While each project has its own focus, they share a common goal: helping people see how closely their lives are linked to the health of the sea.

Connecting the blue dots

Despite growing awareness of ocean issues, researchers say a fundamental disconnect remains between knowledge and action.

“We see a clear gap between what people know about the ocean and what they understand about how their own actions affect it,” said Pierre Strosser, a consultant at ACTeon, an environmental consultancyspecialising in thesustainable management of oceans, coasts and natural resources based in Colmar, in the centre of France’s Rhine valley.

With a PhD in water management and economics, Strosser has the advantage of nearly a decade of experience working on ocean literacy initiatives across Europe. He coordinates the work of the BlueLightS team, which focuses primarily on blue education.

You have people living right by the sea, relying on it every day, but they still don’t know much about it.

Melita Mokos, BlueLightS

Their approach places the ocean within a broader human–nature ecosystem, including not only seas, but also the rivers and lakes that flow into them.

“The ocean starts in every city — even in Strasbourg, where I live — through the river, through what we consume and even through the air we breathe,” said Strosser.

Their objective is to highlight how people affect the ocean — and how the ocean, in turn, affects them. Plastic litter left on a beach, for example, can be carried into the sea, break down into extremely small particles of plastic, and be swallowed by marine life. Those particles can eventually return to humans through the seafood we eat.

Making education bluer

To put this idea into practice, the BlueLightS team is developing learning resources, training teachers and proposing adaptations to school curricula. They have also built a multilingual knowledge hub. Anyone with a useful resource can access it and upload new material, making it easy for educators across Europe to find and use.

One contributor is Team Malizia, an international offshore sailing team that produces marine learning materials in Dutch, Portuguese, German, and many other languages.

Their My Ocean Challenge programme uses the drama of round‑the‑world racing to engage children with ocean science and climate solutions.

The other two focus areas — school curricula and teacher training — present a bigger challenge. Strosser and Mokos recognise this, but they believe change here could have the greatest long-term impact.

“We need a systemic approach,” Strosser said. “We cannot work with schools one by one. We need to bring a bit of blue into the whole education system.”

The BlueLightS researchers are testing this approach in France, Spain, Portugal, Croatia, Greece, Romania, Ireland, Finland and Sweden.

In France, Strosser and his team are reviewing school curricula to identify opportunities to integrate blue education themes. Their aim is not to add new content to an already crowded syllabus, but to highlight connections that already exist between people, society and the ocean.

Another way to drive change at scale is by working directly with teachers. The researchers are supporting teacher-led projects across Europe and running training sessions to help educators bring blue topics into their classrooms.

Teaching the teachers

Last October, Mokos and her team in Croatia welcomed 15 teachers to her Adriatic hometown of Zadar for a two-day training workshop. The session focused on practical ways teachers could incorporate blue education into their classrooms.

We see a clear gap between what people know about the ocean and what they understand about how their own actions affect it.

Pierre Strosser, BlueLightS

The participants came from across Croatia, including inland regions far from the coast, and taught a wide range of subjects, from geography and languages to culture and mathematics.

“The main goal was to show them that, whatever subject they teach, there is always a way to include blue education,” Mokos said. “It’s not just biology.”

Croatian language teachers, for example, were encouraged to explore literature from a new perspective. Many works in the national literary canon reflect marine themes and the country’s long relationship with the sea, offering natural entry points for blue topics.

Mokos said the teachers showed strong interest and enthusiasm. Still, she emphasised that a single training session can only go so far, reinforcing the need for a broader, more systematic approach.

Towards a “blue” curriculum

That is why she is also working with Croatia’s national education and teacher training agency to develop a formal, accredited training programme.

In Croatia, as in many European countries, teachers earn certified professional development credits by attending approved courses. These credits support career progression and can lead to salary increases.

If BlueLightS training becomes a recognised option, more teachers will be able to access it and pass that knowledge on to their students.

“This first training was a pilot,” Mokos said. “Now we want to formalise it and add it to the agency’s catalogue, so teachers can choose it and receive proper certification.”

BlueLightS will run until 2027, but the team wants its impact to last well beyond that.

Their work supports the EU’s goal of restoring the health of oceans, seas and inland waters by 2030 — a mission that depends not only on policy and innovation, but on informed citizens who understand their connection to the ocean.

By weaving ocean literacy into school curricula, teacher training and everyday learning, Strosser, Mokos and their colleagues aim to ensure that future generations grow up seeing the ocean not as something distant or abstract, but as a living system shaped by daily choices.

In doing so, they hope to bring a bit of blue into every classroom — whatever the subject, and wherever that classroom may be.

This article was originally published in Horizon, the EU Research and Innovation magazine. Research in this article was funded by the EU’s Horizon Programme. The views of the interviewees don’t necessarily reflect those of the European Commission.

More info

• BlueLightS (CORDIS)
• BlueLightS project website
• SHORE
• ProBleu
• EU Mission: Restore our Ocean and Waters

Making a splash: bringing ocean learning into every classroom was originally published in Symbiotica on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Kelly Baldwin Heid and Marcelo Daniel Gerlach

In recent years and especially in the wake of the COVID-19 pandemic, concern has grown among child and youth advocates about the continued invisibility of young people in key decision-making scenarios. Despite being profoundly affected by global crises such as climate change, biodiversity loss, social inequality, conflict, and digital regulation, children and young people remain largely excluded from the spaces where policies are debated and decisions are made. This exclusion is particularly troubling in the context of environmental governance and Nature-based Solutions (NBS) education, where young people’s ideas, lived experiences, and futures are directly at stake.

As the world faces a mounting “polycrisis” of ecological, social, and economic disruptions, empowering youth to participate in shaping NBS is not just a question of rights, but of relevance and resilience. While youth may be visible in activism and public discourse, their political visibility, especially in formal environmental education and planning, remains limited. This paradox underscores the need to rethink how we include young people as active partners in co-creating regenerative, nature-based futures.

According to the UNCRC, youth have the legal right to express their views freely and fully participate in all matters that impact them. Young people are a huge untapped resource for Local Governments. They are the real experts on their experiences, needs, and interactions with society. Youth can offer fresh perspectives on issues, stimulate innovative problem-solving, and rise above traditional boundaries in society to make new connections. Local Governments that engage youth in decision-making processes make decisions that are more responsive and appropriate to youth needs and interests. In the context of NBS, this inclusion is not optional — initiatives that exclude youth voices risk falling short of being truly effective, equitable, or sustainable.

What Does Youth Inclusion Truly Mean?

Genuine inclusion means more than simply fulfilling a requirement — it involves actively collaborating with young people rather than acting on their behalf. This requires open-mindedness, empathy, and a willingness to adapt. While it may not be possible to address every need, creating responsive and inclusive spaces helps dismantle barriers and enables deeper, more authentic engagement.

In the realm of ecology and NBS, youth have a crucial role to play. The choices made today will shape the environments they inherit, making it essential to incorporate their voices — their concerns, aspirations, and insights — into current decision-making. Meaningful youth participation in NBS education and governance is not only a matter of justice, but a key driver for transformative, equitable, and sustainable change, as emphasized by the Directorate General for Regional and Urban Policy in the toolkit Youth for a Just Transition:

• Youth have the right to shape decisions that affect their future, especially in the context of climate and biodiversity crises. Their voices must be meaningfully included in NBS strategies and education.
• Young people bring valuable skills and insights, from lived experience to creativity and digital fluency, making them vital co-creators of innovative NBS solutions.
• They also bridge generations, fostering collaboration and understanding in the face of ecological and social change.
• Empowering youth today — through education, green jobs, and real agency — builds more resilient and future-ready communities.

The benefits of meaningful youth engagement help youth develop competence and confidence, gain practical skills and experience, and can further empower them to become more active citizens.

Opportunities for engagement within the community are an important protective factor for youth mental health. Research shows that youth who have opportunities for meaningful participation in their communities are less likely to engage in risky behaviour. These young people tend to have higher self-esteem, are more physically active, have a stronger connection to friends and family, and are more likely to develop in a healthy way (United Nations, 2004; National League of Cities, n.d.; Public Health Agency of Canada, 2000; International Institute for Child Rights and Development, & Environmental Youth Alliance, 2004; Centre of Excellence for Youth Engagement, 2003).

Local governments: Sharing the power with youth

Local Governments regularly make decisions about issues and services that directly affect youth, such as services for at-risk youth, public transportation, education, and parks and recreation. At the local government scale, the development and prioritisation of nature-based solutions is an important issue that would greatly benefit from input from young people.

During an online workshop organized by ICLEI Europe as part of the NBS EduWORLD project, diverse local governments came together to explore how they can amplify youth voices in NBS education and implementation. Key messages that emerged included the recognition that many young people face barriers such as limited time, financial resources, and decision-making power. Participants emphasized the crucial role of local governments in creating inclusive structures that enable meaningful youth engagement. They also highlighted the value of fostering intergenerational dialogue, noting that building connections and a shared language between young people and older generations can bring fresh perspectives to issues often taken for granted.

Increasingly, local governments across Europe are tapping into new tools, methods, and participatory activities to meaningfully engage youth in shaping NBS. From co-creation visioning exercises to digital surveys and youth councils, these approaches are helping to unlock fresh perspectives and foster more inclusive, community-rooted solutions. By involving young people in planning and decision-making, municipalities are not only addressing urgent environmental challenges but also strengthening democratic participation and long-term resilience.

For example, in Genova, the Alle Ortiche association demonstrates effective youth inclusion by empowering young people to co-create urban and cultural initiatives through open calls, mentorship, and dedicated budgets — while actively addressing social barriers and fostering meaningful, hands-on participation. This example is featured in the NBS EduWORLD — Youth Inclusion Toolkit for Local Authorities as a model of innovative, community-based youth engagement.

Practical Tools and Case Studies for Local Governments

One way for decision makers to learn how to engage youth in meaningful ways is through practical tools and case studies by other local governments, which can open the pathway between game-changers for stakeholders looking to tap into the potential, energy, creativity, and insights of young people.

As part of the NBS EduWORLD project, the NBS EduWORLD — Youth Inclusion Toolkit for Local Authorities was developed using a multi-method approach that combined real-world insights with research to authentically reflect the voices of young people and support effective action by local governments.The Youth Inclusion Toolkit is a practical guide designed to help local governments create enabling environments for meaningful youth participation — especially in NBS, policymaking, and community development.

At a time when many young people face climate anxiety and ecological grief, this toolkit provides a pathway toward empowerment, purpose, and resilience. It positions youth as co-creators of more inclusive, just, and regenerative futures. By creating pathways for meaningful youth participation, the toolkit empowers local authorities to move beyond symbolic gestures and toward genuine co-creation. This not only strengthens the design and implementation of NBS but also unlocks youth-driven innovation, builds intergenerational trust, and supports long-term resilience.

Young people have the right — and the potential — to shape decisions that impact their future. The toolkit serves as a bridge between intention and action, helping local governments tap into this energy and insight to build more inclusive, sustainable, and regenerative communities.

Explore the Toolkit now!

Youth at the Forefront of NBS Education: Practical Pathways for Local Governments to Engage Youth. was originally published in Symbiotica on Medium, where people are continuing the conversation by highlighting and responding to this story.

By Michaela Nesvarova

Beneath the deep blue waters of Tenerife lies a dramatic seascape shaped by ancient volcanic eruptions. Submerged lava tubes and jagged basalt formations create an underwater world unlike any other.

This unique marine environment, just off Spain’s Canary Islands, teems with life. Divers may encounter endangered sea turtles, graceful eagle rays, elusive sharks, and even whales. Remarkably, one third of all marine mammal species on Earth have been spotted around Tenerife.

Equipped with professional scuba diving gear, marine biologist Isabelle Peeters glides through these waters, which are some of the clearest she has ever seen.

Peeters is a senior marine biologist who is helping organise and lead diving trips to carefully collect samples and data from the ocean floor as part of an EU-funded research initiative called OCEAN CITIZEN.

Marine forests

OCEAN CITIZEN brings together leading research experts and ocean conservation specialists from Denmark, Germany, France, Israel, Ireland, Italy, Norway, Spain and the UK.

Their work, which will run until the end of 2026, focuses specifically on the regeneration of marine forests — underwater areas populated by seagrass, seaweed, sponge grounds, corals and soft corals called gorgonians.

“We have reached a point where conservation alone may not be enough.

Isabelle Peeters, OCEAN CITIZEN

“Given the state of the world and the environmental degradation we are witnessing, we have reached a point where conservation alone may not be enough,” said Peeters.

Active restoration of underwater life is, therefore, what the OCEAN CITIZEN team is focusing its efforts on.

Their goal is to develop a flexible, scalable model to regenerate, protect and manage marine forests across five pilot sites in the Atlantic Ocean, the Mediterranean Sea, the Red Sea, the Barents Sea and the Inner Danish Waters.

Not unlike forests on land, marine forests are rich, complex ecosystems that support a wide variety of life. These diverse marine habitats have a crucial role in maintaining ocean biodiversity and resilience. They also play an important role in the environment by helping store carbon.

“Marine forests aren’t just clusters of species living side by side — they are built on intricate biological relationships,” said Spanish marine biologist and environmental educator Juanita Zorrilla-Pujana.

Tipping point

While crucial for life as we know it, these underwater ecosystems have been significantly damaged by human activity and global warming.

“Our oceans are under stress,” said Zorrilla-Pujana, who is the science communication officer for OCEAN CITIZEN. “For centuries, we have taken everything from the ocean and given nothing back except for plastics and pollution.”

Sergio Rossi, a marine scientist at the University of Salento in Lecce, Italy, and coordinator of the OCEAN CITIZEN team, also stressed that we are in a time of profound ecological change.

“Species that have been here for millennia are disappearing.”

This shift results in biodiversity loss, depleted resources, and a breakdown of complex food webs, endangering communities that rely on fisheries. In addition, marine forests, which act as natural barriers against storms and extreme weather, are disappearing.

“It is a huge problem, and we cannot foresee what the implications might be in a few years or decades,” Rossi warned.

Fast action needed

Working at their five pilot sites, the OCEAN CITIZEN team has been studying different ecozones at depths ranging from 25 metres all the way down to 100 metres below sea level.

Their aim is to better understand the ecosystems, but also to design effective solutions to restore and protect the local marine forests in a range of conditions.

“Our goal is to accelerate the restoration of these marine forests and create the right conditions for them to expand.

Sergio Rossi, OCEAN CITIZEN

“Because it is not just about placing a piece of coral in the water. It’s much more complex,” said Zorrilla-Pujana.

Each location has faced its own specific challenges.

In Denmark, the removal of millions of stones from underwater habitats has left some areas without substrate for species to settle on. The seas of Norway are struggling with a rise in sea urchin populations, which devour everything in their path.

In Spain, the waters are being polluted to such a degree that protected turtles can be seen swimming through dark sewage water, said Peeters, who is based in Tenerife and has witnessed the troubling situation firsthand.

For Rossi, it is clear that the degradation is happening so fast that we need to act quickly. “Our goal is to accelerate the restoration of these marine forests and create the right conditions for them to expand in areas where they are already established.”

Citizens as underwater gardeners

However, restoring the ocean’s forests is a huge endeavour that scientists cannot tackle alone. That is why the OCEAN CITIZEN team is enlisting the help of not just marine biologists and professional divers, but also local communities.

The initiative introduces the concept of “gardeners of the sea” — community members who actively support restoration projects. Some will dive to “plant” marine life on the seabed, while others will help nurture organisms on land in aquariums.

Beyond the ecological benefits, this approach should also help boost local economies. In Tenerife, for instance, a business model is being developed where tourist participation helps finance restoration activities.

Marine forests could also serve as natural carbon sinks. While the precise carbon capture potential is still being studied, Rossi estimates it could range from 1.5 to 5 tonnes of carbon per hectare annually.

Transplantation and artificial reefs

After two years of data collection and evaluation, the OCEAN CITIZEN team is now moving on to its next step: actively restoring its pilot sites.

Divers like Isabelle Peeters will begin transplanting macroalgae, seagrass, gorgonians and black corals. In parallel, custom-designed artificial reefs will be installed to support regrowth.

By 2026, the OCEAN CITIZEN team aims to have established a flexible, replicable set of protocols to guide future restoration efforts across Europe and beyond.

Still, as Zorrilla-Pujana pointed out, “the ocean is the mirror of human actions over the course of centuries. Our work is just one piece of a much larger solution.”

Research in this article was funded by the EU’s Horizon Programme. The views of the interviewees don’t necessarily reflect those of the European Commission. This article was originally published in Horizon, the EU Research and Innovation magazine.

More info

• OCEAN CITIZEN
• OCEAN CITIZEN project website
• EU Mission: Restore our Oceans and Waters

Sea of possibilities: the underwater gardeners restoring marine forests was originally published in Symbiotica on Medium, where people are continuing the conversation by highlighting and responding to this story.