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.
Pinho et al. (Fri,) studied this question.
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