Ocean literacy (OL) plays a critical role in fostering environmental responsibility and promoting sustainable ocean governance. This study investigates the OL levels of college students in Taiwan’s outlying islands through a mixed-methods approach, examining cognitive (knowledge), affective (emotional connection and attitudes), and behavioral (practical engagement) dimensions. We conducted a survey (n = 138) and in-depth interviews (n = 7) to analyze disciplinary variations and the influence of educational structures on OL. The results indicate that while students possess basic marine ecological knowledge, significant gaps exist in policy literacy, governance awareness, and action-oriented competencies. Emotional experiences and hands-on participation in marine activities significantly influence students’ environmental attitudes, yet there exists a gap between awareness and action due to insufficient educational interventions and practical opportunities. To address these gaps, this study proposes interdisciplinary curriculum integration, experiential learning through fieldwork and internships, and digital platforms for marine education (ME) accessibility. Strengthening policy advocacy and institutional support for ME is also crucial. These findings provide empirical evidence for enhancing OL in higher education and contribute to the global discourse on sustainability education.
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Kao et al. (2025) studied this question.
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