Serious games are a method that can be used to reach the public on complex topics related to the ocean. Although games used for learning generally, and ocean literacy specifically, have developed gradually since the 1970s, it was not until the popularization of digital games, around the turn of the millennium, that serious games rose to prominence in academia. Since then, vast amounts of serious games research have been published each year – chiefly on digital games, but also increasingly on hybrid and analogue games. In this article, we present results from a series of serious games that were played in three geographical regions in Norway with future-generation stakeholders and tie this to ocean literacy. We report on the potential benefits of serious games for learning and motivation based on these results. The games were played within the context of the United Nations Decade of Ocean Science, the sustainable development goals and multilevel governance, with a special focus on microplastic pollution and jellyfish blooms. We argue that using serious games can be beneficial not just for outreach but also as a tool for unintrusive collection of qualitative data in the form of narratives from transcriptions post-gaming session and contribute to ocean literacy.

This article evaluates the implementation of the pedagogical model by Schio and Reis (2024), aimed at promoting ocean citizenship within basic education. The evaluation is based on a pilot project from the 2021/2022 school year, which involved 543 students, aged 10 to 11, from 10 Blue Schools located along the Portuguese coast. This paper reports on phases 3 and 4 of the Design-Based Research cycle, corresponding to the implementation and evaluation phases of the pedagogical model. Preliminary results allowed us to verify the emergence of new knowledge, skills, values, critical thinking and attitudes, reflecting the development of ocean citizenship competencies among students. These outcomes affirm the model’s applicability and its potential to seamlessly integrate ocean citizenship into the basic education curriculum. However, it was observed that the activism dimension requires additional emphasis. Further testing in diverse educational settings is crucial to refine the model, adjust to local nuances and maximise its impact on nurturing future generations committed to ocean sustainability.

Firmly cemented in history as a connector of people, a facilitator for trade and transport routes and a driver of culture and heritage, the ocean has directly influenced globalization, and humanity more generally, for generations. While the ocean was perhaps once viewed as infinite and insurmountable, globally our oceans, coasts and seas have experienced unprecedented change in recent decades with climate change, loss of biodiversity and overfishing among the challenges being addressed through contemporary ocean governance. Moreover, and crucially as we continue to strive for sustainable ocean futures, the global ocean is increasingly being recognized as a peopled space. This article explores the role of ocean literacy as we look towards achieving sustainable ocean futures.

Marine science picture books have the capacity to shape what young people know and how they think about ocean environments and marine biodiversity. Despite academic scholarship on marine science literacy broadly, relatively little has been done to study the role of picture books in teaching children about this topic. This paper is an attempt to fill that gap, by analysing 100 ocean-themed books against common marine science concepts and the Australian Science Understanding Curriculum streams. A majority of the 100 books analysed were found to link with marine science and the Australian Science Understanding Curriculum (81% and 91%, respectively) where biological concepts were dominant in both cases. Chemical and physical sciences were underrepresented in the 100 books analysed. The study provides examples of books that can be used for teaching marine education in primary schools in Australia and suggest further inquiry into marine science literature for children.

Back in 1963, the proto-punk band The Trashmen released the single Surfin’ bird (written by Frazier, White, Harris & Wilson Jr. and released in November 1963 by Garrett label; https://www.youtube.com/watch?v=ZThquH5t0ow). Fifty years later and despite the obscure lyrics, the song remains iconic in western pop culture; e.g. through the recurrent appearance in the TV show Family Guy (e.g. I dream of Jesus episode, released on 5 October 2008; https://www.youtube.com/watch?v=2WNrx2jq184). It is thought that the line ‘everybody knows that the bird is the word’ was inspired by a highly successful and catchy radio jingle released/commissioned in post prohibitionist USA by the Gallo brothers to boost the sales of their inexpensive fortified Thunderbird wine: ‘What's the word? Thunderbird’ (http://www.absurdintellectual.com/2009/06/05/everybodys-heard-that-the-bird-is-the-word-but-its-not-what-they-think/). This illustrates how a simple and catchy message can have a profound and long-lasting influence on society.