A global survey conducted by Goethe University Frankfurt has uncovered concerning knowledge gaps among students of environment-related subjects about the causes of biodiversity loss.
The survey, which involved over 4,400 students from 37 countries, revealed that many students lack a comprehensive understanding of key drivers of biodiversity decline, such as climate change, pollution, and invasive species. These gaps are influenced by country-specific factors, which could hinder the ability of future environmental leaders to address one of the planet’s most pressing crises.
The research is detailed in the paper ‘Perceptions of biodiversity loss among future decision-makers in 37 countries’, published in npj Biodiversity (2024).
The loss of biodiversity is a major threat to global ecosystems, with estimates suggesting that one million of Earth’s 10 million species could become extinct in the coming decades. This extinction event, often referred to as the “sixth mass extinction,” could have devastating consequences for human survival, as biodiversity underpins food security, climate stability, and the production of vital medicines. Despite this, the survey indicates that many students are unable to accurately identify the primary causes of biodiversity loss.
Survey methodology: eight causes of biodiversity loss
The online survey was designed to assess students’ ability to distinguish between the actual drivers of biodiversity loss and factors with little or no impact. Respondents were asked to rate eight potential causes of biodiversity loss on a scale from 1 (minor influence) to 5 (major influence). Five of the factors listed – climate change, habitat destruction, pollution, overexploitation, and invasive species – are widely recognized as significant contributors to biodiversity decline. However, the survey also included three factors with negligible influence on biodiversity: electrosmog, traffic and factory noise, and the internet.
The survey responses were analyzed using data pattern recognition techniques, revealing eight distinct clusters of response types. Each response type indicated varying levels of understanding about the drivers of biodiversity loss. For example, in response type 1, students were able to identify all major causes except for climate change, which they significantly underestimated as a threat. In response type 2, pollution was minimized, and in response type 7, the impact of invasive species was downplayed.
Key findings: country-specific perceptions
The survey results varied widely by country, with significant differences in how students perceived the causes of biodiversity loss. One notable pattern emerged in countries with high carbon emissions, such as Russia, China, and Saudi Arabia. In these countries, students were more likely to underestimate the role of climate change in driving biodiversity loss. Dr. Matthias Kleespies, who led the study, speculated that this could be due to less emphasis on climate change in academic curricula, as well as reluctance to acknowledge their country’s substantial contribution to global warming.
In affluent nations with relatively healthy ecosystems, such as Australia, Sweden, and Germany, students tended to underestimate the impact of pollution. Dr. Kleespies suggested that because pollution is not perceived as a severe domestic issue in these countries, students may not view it as a major global driver of biodiversity loss. Similarly, in countries like Nigeria and Kenya, where invasive species are less of a problem, students were more likely to underestimate the threat posed by these species. In contrast, in countries like Australia and Spain, where invasive species are a well-documented concern, students were more aware of their harmful effects.
Implications for education and policy
Dr. Kleespies highlighted the need for immediate action to close these perception gaps, emphasizing the importance of comprehensive education for students who will eventually shape environmental policy and business practices.
“It shows for the first time the vast gaps in perception among the next generation of decision-makers in the environmental sector as far as biodiversity loss and its causes are concerned. We need to close these gaps,” he said.
The study also underscored the role of universities and governments in shaping curricula that address the full range of causes behind biodiversity loss. The researchers called for a global approach to environmental education, ensuring that students everywhere are equipped with accurate knowledge, regardless of their country’s specific environmental challenges.
As biodiversity loss is a global issue that transcends borders, the survey serves as a call to action for educators and policymakers to ensure future environmental experts are prepared to tackle the biodiversity crisis with the full understanding needed to create meaningful change.
Conclusion: preparing future environmental leaders
The findings from this extensive survey serve as a wake-up call for educators, governments, and students alike. To effectively combat the sixth mass extinction, it is essential that the next generation of environmental decision-makers are fully aware of the factors driving biodiversity loss. Closing these knowledge gaps through education and policy reform will be critical to safeguarding the planet’s biodiversity for future generations.
“Biodiversity loss affects us all; it is a global problem. That is why students on environment-related degree programs need to think globally, regardless of their country of origin,” Kleespies emphasizes.
Journal Reference:
Kleespies, M.W., Hahn-Klimroth, M. & Dierkes, P.W., ‘Perceptions of biodiversity loss among future decision-makers in 37 countries’, npj Biodiversity 3, 21 (2024). DOI: 10.1038/s44185-024-00057-3
Article Source:
Press Release/Material by Goethe University Frankfurt
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