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Turning the tide on marine litter through an interdisciplinary ocean literacy programme for student empowerment
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Portuguese researchers taught students about ocean plastic pollution and microplastics using hands-on activities like building sculptures from beach trash and testing games—not just textbook lessons. The program boosted kids' knowledge about plastic pollution (like how long it takes to break down) and made them more likely to say they'd personally use less plastic, though it didn't change their broader attitudes overall. This matters because microplastics are increasingly found in our food, water, and even bodies, and educating the next generation early may help build lasting habits that reduce this pollution before it accumulates further in our environment and food chain.
This study presents the design, implementation, and pilot evaluation of a school-based ocean literacy intervention focused on marine litter in collaboration with a local Portuguese school. The programme adopted a creative, interdisciplinary approach, integrating art, science, language, and digital tools into the formal curriculum through 90-minute sessions held during school hours. Activities included field excursions, laboratory experiments, testing and evaluation of digital games, and the creation of sculptures made from marine litter collected by students, culminating in a public exhibition. The intervention aimed to increase ocean literacy and encourage pro-environmental behaviour, particularly regarding plastic use and awareness of microplastics. Quantitative analysis of pre- and post-intervention surveys ( n = 59) revealed significant improvements in students’ factual knowledge, including the identification of the most common types of marine litter, estimation of degradation times, and the understanding of microplastics. While general perceptions and broader behavioural intentions did not change significantly, students reported a greater intention to avoid plastic use, indicating a potential shift toward actionable behaviour. Findings suggest that creative, curriculum-integrated interventions can meaningfully enhance ocean literacy and catalyse specific pro-environmental intentions among young learners. However, broader perceptual and behavioural shifts may require longer-term engagement and supportive systemic changes. This study contributes to ongoing efforts to bridge the knowledge–action gap in sustainability education by highlighting both the potential and limitations of short-term educational interventions targeting marine pollution.
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Middle school students who participated in a citizen science project monitoring coastal water quality and microplastic pollution showed significantly more positive environmental attitudes afterward compared to a control group. The study suggests that hands-on engagement with real microplastic research can be an effective way to build environmental awareness in young people.
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Researchers found that hands-on, interactive teaching methods work better than traditional lectures for helping high school students understand microplastic pollution (tiny plastic particles that can harm our health and environment). However, actually changing students' attitudes and behaviors about plastic use may require longer, more comprehensive programs. This matters because educating young people effectively about microplastics could help reduce plastic pollution that ends up in our food and water.
Desenvolvimento da literacia química de alunos do ensino básico
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A Portuguese citizen-science project engaged over 500 middle-school students in testing coastal water quality and learning about microplastic pollution through hands-on chemistry investigations. The program significantly improved students' attitudes toward chemistry and their conceptual understanding of water parameters and polymers compared to a control group, demonstrating that microplastic science can be an effective hook for building broader scientific literacy in young people.
Microplastics in the Environment: Raising Awareness in Primary Education
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This study developed and evaluated a microplastics education program for primary school children, finding that age-appropriate lessons about plastic pollution could meaningfully increase students' environmental awareness. The authors argue that early education is a key component of long-term plastic pollution reduction strategies.
Empowering Young Minds through Environmental Education on Marine Litter: Evidence from a School-Based Intervention in Japan
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A school program in Japan taught fifth graders about marine litter, including plastic pollution. After one lesson, far more students knew plastic can last over 300 years in the ocean, and many more reported trying to reduce food waste, though volunteering did not change significantly.
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