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Teaching ocean literacy in science education: a systematic review.

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Title: Teaching ocean literacy in science education: a systematic review.
Authors: Asikin, Nurul1 (AUTHOR), Suwono, Hadi1 (AUTHOR) hadi.suwono.fmipa@um.ac.id, Sumitro, Sutiman Bambang2 (AUTHOR), Dharmawan, Agus1 (AUTHOR)
Source: Environmental Education Research. Mar2026, Vol. 32 Issue 3, p812-837. 26p.
Subject Terms: *Science education, *Interdisciplinary education, *Project method in teaching, Marine resources conservation, Sustainability, Virtual reality, Marine ecology
Abstract: Ocean literacy (OL) provides individuals with an understanding of marine ecosystems, environmental challenges, and the importance of marine conservation. Schools serve as pivotal environments where students can acquire learning experiences, mainly through science education related to the marine environment. This systematic literature review (SLR) aims to increase knowledge about research trends in OL and OL teaching in science education at all levels of education across various regions. A systematic search was conducted using the Scopus database between 2012 and 2022. The search yielded 43 out of 357 articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model. OL principles have been incorporated into educational curricula in many countries. Teaching methods, such as project-based, problem-based, and inquiry-based learning (IBL) provide students to acquired scientific knowledge related to marine and coastal biodiversity, conservation, and ocean sustainability. Learning technologies, including game-based learning (GBL) and virtual reality, have been shown to provide interactive learning experiences. Assessment instruments are needed to evaluate knowledge, attitudes, and behavior toward the ocean. Teaching OL concepts and principles through curriculum integration, innovative methods, technology-based media, and appropriate assessment instruments at all levels of education supports global sustainability efforts and prepares individuals to protect and conserve the oceans sustainably. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teaching ocean literacy in science education: a systematic review.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Marine+resources+conservation%22">Marine resources conservation</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Marine+ecology%22">Marine ecology</searchLink>
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  Data: Ocean literacy (OL) provides individuals with an understanding of marine ecosystems, environmental challenges, and the importance of marine conservation. Schools serve as pivotal environments where students can acquire learning experiences, mainly through science education related to the marine environment. This systematic literature review (SLR) aims to increase knowledge about research trends in OL and OL teaching in science education at all levels of education across various regions. A systematic search was conducted using the Scopus database between 2012 and 2022. The search yielded 43 out of 357 articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model. OL principles have been incorporated into educational curricula in many countries. Teaching methods, such as project-based, problem-based, and inquiry-based learning (IBL) provide students to acquired scientific knowledge related to marine and coastal biodiversity, conservation, and ocean sustainability. Learning technologies, including game-based learning (GBL) and virtual reality, have been shown to provide interactive learning experiences. Assessment instruments are needed to evaluate knowledge, attitudes, and behavior toward the ocean. Teaching OL concepts and principles through curriculum integration, innovative methods, technology-based media, and appropriate assessment instruments at all levels of education supports global sustainability efforts and prepares individuals to protect and conserve the oceans sustainably. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2025.2490227
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              Text: Mar2026
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