Portugal is one of the most dynamic countries in Europe when it comes to ocean literacy, with initiatives dating back to 1990. However, the effectiveness of these actions has never been evaluated consistently.
The conclusion is presented in a chapter integrated into the third volume of the work “Ocean Literacy: The Foundation for the Success of the Ocean Decade”, published by the scientific publisher Springer Nature, a global work that brings together about 250 authors from 42 countries and regions.
One of the Portuguese contributions is in the chapter “Ocean Literacy in Portugal: Three Decades of Experience and Innovative Educational Initiatives Supporting the Ocean Decade”, authored by Zara Teixeira (MARE – University of Évora), Raquel Costa (Institute of Education, University of Lisbon), Patrícia Conceição (Estrutura de Missão para a Extensão da Plataforma Continental), Claúdia Faria (Institute of Education, University of Lisbon) and Laura Guimarães (CIIMAR – University of Porto).
The text does what its authors describe as “the most comprehensive X-ray to date of Ocean Literacy in the area of education, in Portugal”, and recalls benchmark programs such as the Escola Azul, O MARE Vai à Escola, CIIMAR na Escola, Educar para uma Geração Azul or Coastwatch, which, according to the researchers, “prove the enormous vitality of the national scene in this area.”
“This accumulated experience offers useful clues for international debates on how to transform knowledge into action and integrate Ocean Literacy into curricula, aligning with United Nations recommendations,” they say.
However, they present what they describe as “a worrying diagnosis.” The team states that “the country has never consistently assessed whether these actions effectively change behaviors,” with estimates that such evaluation has been carried out for only 30% of the initiatives.
“Portugal has done a lot, but we will only know if we did well when we start measuring, coordinating and turning knowledge into action,” warns Zara Teixeira, the lead author of the text.
The study also notes that among the several dimensions of ocean literacy, the activism dimension is the least explored, “risking turning literacy into a purely theoretical exercise,” warn the researchers.
The “Living Labs” as a Solution for the Coast
In the second volume of the work, another chapter by Portuguese authors appears. It deals with the “Living Labs” (or Living Laboratories), considered ecosystems of open innovation that test sustainable solutions in real contexts, integrating researchers, companies, citizens and policymakers in the co-creation of responses to local challenges.
With the title “Living Labs: A Catalyst for Ocean Literacy and Sustainable Innovation”, it is signed by Cátia Marques, Ana Cunha and also by Zara Teixeira, all from the MARE marine research centre. The trio analyzes “a practical solution in light of the concepts of Ocean Literacy, based on the Quinta Ciência Viva do Sal project,” says in a press release.
By surveying 60 key players in artisanal salt pans (from Aveiro to Castro Marim), the study confirmed that, although local communities have deep knowledge of the ecosystems, they lack access to tools to translate that knowledge into sustainable innovation.
Moreover, it reveals that there is still a lack of understanding about the true role of a Living Lab, often confused with mere spaces for communication or for solving immediate problems.
The chapter argues that the “Living Labs” can be truly fundamental for the Portuguese coast. “By uniting science, communities and political institutions, they become ideal platforms for testing sustainable solutions in real contexts, mitigating structural conflicts and finally translating literacy into attitudes of marine conservation and new public policies,” explain the researchers.
From this Portuguese case, the chapter also opens a discussion of international relevance about the potential of the “Living Labs” to boost ocean literacy and promote pro-ocean behaviours.
