Imaxe de Portada

Higher Education Students’ Biodiversity Knowledge

Gardado en:
Publicado en:Education Sciences vol. 15, no. 4 (2025), p. 499
Autor Principal: Oliveira, Ana Paula
Outros autores: Paramés Ana, Bajanca António, Martinez-Perez, Clara
Publicado:
MDPI AG
Materias:
United Nations > UN
Portugal
Higher education
Students
Environmental education
Curricula
Teacher education
Interdisciplinary aspects
Biodiversity
Reptiles & amphibians
Data analysis
Climate change
Schools
Sustainable development
Experiential learning
College campuses
Knowledge
Research design
Data collection
Literacy
Mixed methods research
Statistical analysis
Chi-square test
Secondary Education
Critical Thinking
Conservation (Environment)
Campuses
Educational Methods
Educational Attainment
Climate
Curriculum Evaluation
Science Curriculum
Statistical Data
Lifelong Learning
Educational Environment
Engineering Education
Hypothesis Testing
Role of Education
Educational Strategies
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Resumo:Biodiversity is fundamental to ecosystem stability and sustainability, yet its global decline underscores the urgent need for effective education to foster awareness and conservation efforts. This study evaluates the biodiversity knowledge of higher education students at ISEC Lisboa and examines the influence of academic content on their understanding. A mixed-methods approach was applied, combining a structured survey with curriculum analysis. The survey, distributed among 149 students across different academic programs, assessed their perception, awareness, and knowledge of biodiversity. Statistical analysis, including Chi-square tests, was conducted to identify significant differences between study areas. The findings reveal that only 4.87% of the curricular units incorporate biodiversity-related content, and students primarily associate biodiversity with species richness rather than ecosystem complexity or genetic diversity. Despite expressing strong agreement as to the importance of biodiversity, most participants demonstrated limited knowledge of species’ conservation status. No significant differences in biodiversity knowledge were found across academic disciplines, suggesting that content within the curriculum remains insufficient. These results highlight the need for a more integrative and interdisciplinary approach to biodiversity education in higher education institutions. Strengthening hands-on learning experiences and incorporating biodiversity themes across various disciplines could enhance students’ ecological literacy and engagement in conservation efforts.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15040499
Fonte:Education Database