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Higher Education Students’ Biodiversity Knowledge

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Bibliographic Details
Title: Higher Education Students’ Biodiversity Knowledge
Authors: Ana Paula Oliveira, Ana Paramés, António Bajanca, Clara Martinez-Perez
Source: Education Sciences ; Volume 15 ; Issue 4 ; Pages: 499
Publisher Information: Multidisciplinary Digital Publishing Institute
Publication Year: 2025
Collection: MDPI Open Access Publishing
Subject Terms: biodiversity, biodiversity knowledge, environmental education, student awareness, higher education
Description: 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.
Document Type: text
File Description: application/pdf
Language: English
Relation: https://dx.doi.org/10.3390/educsci15040499
DOI: 10.3390/educsci15040499
Availability: https://doi.org/10.3390/educsci15040499
Rights: https://creativecommons.org/licenses/by/4.0/
Accession Number: edsbas.BA07EC11
Database: BASE
Description
Abstract: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.
DOI:10.3390/educsci15040499