4. Marine biodiversity enthusiasts for the future: who are they, where do they come from and what drives them?
Safeguarding marine biodiversity for the future starts now, by training the next generation of marine scientists, as well as educating the general public on the importance of our ocean and what lives beneath its surface.
4.1 From roots to resilience: bridging science and communities for mangrove restoration in Latin America and the Caribbean
Convenor:
Scientific Committee of the MangRes project
Summary:
This session presents the first outcomes, and the work carried out through the MangRes Project – Mangrove Restoration as a Nature-Based Solution in Latin American and Caribbean Biosphere Reserves – led by UNESCO with the support of the Government of Flanders.
MangRes engaged communities across seven biosphere reserves in six countries (Colombia, Cuba, Ecuador, El Salvador, Mexico, Panama, Peru) to co-design mangrove restoration strategies rooted in scientific and traditional knowledge. The project demonstrated the vital importance of working with all knowledge holders—scientists, Indigenous Peoples, Afro-descendant communities, and local actors—to understand the ecological, social, and cultural dynamics of mangrove ecosystems.
One of the main challenges encountered was defining baseline data on mangrove conditions and identifying priority restoration sites. Establishing these baselines is complex due to ecological variability, data gaps, and the need to integrate different types of knowledge. Yet, it is essential—especially when financial resources are limited—to determine where restoration should happen for maximum ecological and social impact. This inclusive, knowledge-based approach helps inform decisions that are context-sensitive and cost-effective.
Building on this foundation, MangRes Phase 2 (2025–2028) expands restoration activities with a focus on four pillars: community-led ecological restoration, sustainable livelihoods, capacitybuilding, and communication/education. It will scale up monitoring, hydrological modelling, and restoration interventions, while supporting local enterprises and youth engagement. A strengthened Scientific Advisory Group facilitates South-South and North-South knowledge exchange and supports policy alignment with the Kunming-Montreal Global Biodiversity Framework.
This session will showcase how biosphere reserves serve as innovation hubs where science and communities intersect to restore coastal biodiversity and climate resilience. Through speaker contributions, the session will highlight lessons learned, interdisciplinary methodologies, and policy-relevant outcomes, demonstrating the power of participatory approaches to make science matter.
4.2 Citizen Science: A critical lever for a deeper knowledge of and a wide & global support for marine biodiversity
Convenors:
Jan Seys (Flanders Marine Institute)
Nancy Fockedey (Flanders Marine Institute)
Summary:
Citizen science is not a new phenomenon, quite the contrary. The first ‘scientists’ were mostly unqualified, and for many decades, non-professionals have been contributing very significantly to knowledge building and biodiversity mapping. Without them, knowledge around life by and in the sea would also be much less advanced today. Today, citizen science is an established term, and its importance is widely recognised. In this context, it is important to understand the role of citizens within future marine biological research. What data capture can be smoothly entrusted to nonprofessionals? What is the role and significance of technological tools? Can training raise the level, and can this group of citizen scientists be further broadened to enable even more effective monitoring of ocean, seas and coasts? For example, what about specific target groups like divers, water sports enthusiasts, beach guards, recreational fishermen, etc.? And how much does all this lead to greater support for marine biodiversity? During this session, we give the floor to experts marine and coastal citizen science. With the aim of training the next generation of marine stewards, as well as educating the general public on the importance of our ocean and what lives beneath its surface.
4.3 WE ARE OCEAN Blaupausen: The impact of art-science based ocean education
Convenor:
Anne-Marie Melster (ARTPORT - Making Waves; Germany, France, Spain, Sweden)
Summary:
How can art and science work together to promote climate and ocean awareness? What can other learn from our experience of implementing an art-science methodology in ocean education?
Can art serve as a mediator for ocean knowledge and produce ocean and climate awareness among the youth?
ARTPORT_making waves and its co-Founding CEO Anne-Marie Melster propose a session which invites speakers from like-minded institutions to present their engagements and exchange their experiences in the finalizing panel discussion.
An opening presentation by Anne-Marie Melster will highlight the individual WE ARE OCEAN projects which have been implemented so far worldwide at the intersection of art, science and informal education by including indigenous and local knowlegde and stakeholders, with a specific focus on the WE ARE OCEAN_Blaupausen series in Germany.
this session is meant to be a door-opener between the scientific world and society, showing best practice examples from diverse countries and stimulating participants to collaborate more at this intersection in order to promote societal change.
4.4 Sensors, stewards, and stories: A low-cost revolution in marine biodiversity monitoring
Convenors:
João Canning Clode (Marine and Environmental Sciences Centre)
Tania Montoto (Oceanic Platform of the Canary Islands)
Summary:
Effective marine biodiversity monitoring is essential for sustaining ocean health and resilience. However, traditional monitoring methods often involve high costs and complex technologies, limiting participation from developing countries and under-resourced research groups and even communities. This session aims to highlight the role of creativity and showcase how innovative, low-cost approaches can democratize ocean science, enabling large-scale biodiversity monitoring and fostering inclusive global participation. Co-chaired by João Canning-Clode from MARE-Madeira, Portugal, and Tania Montoto-Martínez from PLOCAN in the Canary Islands, Spain, this 90-minute session will highlight the transformative potential of affordable tools in marine research.
A central focus will be the EU-funded project TWILIGHTED (Twinning Laboratory for an Innovative Global Hub to Explore the Deep), which develops and implements cost-effective solutions for deep-sea and mesophotic biodiversity monitoring. TWILIGHTED exemplifies how strategic partnerships and knowledge transfer can strengthen marine research capabilities, particularly in regions with limited resources.
PLOCAN brings experience implementing low-cost, community-based monitoring tools - ranging from PlanktoScopes to participatory networks like RedPROMAR and MINKA. In La Palma, as part of the DELTA project, PLOCAN led citizen science surveys using freediving apneists and deployed underwater ROVs equipped with cameras to monitor biodiversity in areas affected by volcanic activity - showing how simple, low-cost methods can still provide valuable scientific data.
This session will present real-world examples of low-cost monitoring tools that are transforming marine biodiversity research. Special emphasis will be placed on how these solutions can address the unique needs of developing countries, ensuring more equitable participation in ocean science worldwide. In parallel, the session will explore how education, outreach, and community engagement can help cultivate the next generation of ocean scientists and marine stewards. By showcasing successful training initiatives, it will demonstrate the power of accessible science to inspire and empower individuals globally.
From different perspectives we will share with the audience, as a case study, our experience of the project series and examine questions like
How can art and science work together to promote climate awareness?
What is needed to build a sustainable network of Blue Schools?
What can others learn from our experience of implementing an art-science methodology in ocean education?
