Introduction
Sustainable Development Goal (SDG) 14, as a part of the United Nations’ all-encompassing plan for human sustainability, stresses the significant need to “conserve and use sustainably the oceans, seas, and marine resources” (United Nations, 2022). A key component of sustainable fishing is the precarious coupling of human lives and environmental harmony. With marine ecosystems undergoing unparalleled threats due to overfishing pressure, habitat deterioration, and climate change, there has never been a critical need for sustainably managing fish stocks. Sustainable fishing approaches comprise numerous components, which include regulating fishing quotas, reducing bycatch, conserving sacred areas, and encouraging responsible consumption. Sustainable fishing is not only about scientific knowledge; it also involves interventions from the government, industry players, non-government organisations, and even individual consumers. Therefore, it is imperative to comprehend the dynamics of sustainable fishing, for this considers the significant issues of marine conservation, food security, and socioeconomic Development.
Chosen Area/Issue of ESD
The present environmental problems today, such as overfishing, habitat destruction, and climate change, are significant threats resulting in global loss of ecosystems and biodiversity. These matters address a need for immediate response and concerted energy to minimise their adverse consequences. Solutions imply implementing sustainable fishing practices and securing the marine environment through conservation strategies, cutting carbon emissions, and advancing renewable energy. Sustainable fishing involves many different social, economic, and natural factors and is very important for the long-term health and growth of the environment. As Cleaner Seas (2023) explains, it is a technique for catching fish that does not damage the environment where they live. It is closely connected to Sustainable Development Goal (SDG) 14: Life below Water, which aims to protect oceans, seas, and marine resources and use them in a way that does not harm them (United Nations, 2022). Overfishing, illegal, unreported, and uncontrolled fishing, as well as destructive fishing practices, are all things that Target 14.4 wants to stop (Guggisberg et al., 2022). Sustainable fishing takes into account both marine life and human societies.
According to Cooney et al. (2019) and Arthur et al. (2021), the ability of ecosystems to recover from damage and marine life is seriously threatened by excessive fishing, which results from high demand and improved fishing gear. It destroys fish stocks, messes up food chains, and threatens the long-term health of fisheries. This puts the ways of life of millions of people who depend on marine resources for food and money at risk. Cámara, Santero-Sánchez (2019), and Nakamura (2023) also note that fishing methods that are not sustainable tend to cause the most unfair social conditions, mostly hurting small-scale fishermen, native communities and poor people who live near the coast. Most of the time, these groups do not have access to resources, knowledge, or decision-making processes. This makes them even more marginalised, poor, and unable to get food.
To make fishing more sustainable, we must look at it from all angles, including the environment, people, money, and how things are run. The Marine Stewardship Council (2019) maintains that it includes using management tools based on science, such as catch limits, marine protected areas, and ecosystem-based approaches, to ensure that fisheries and marine environments will be around for a long time. Guggisberg et al. (2022) explain that this also includes ensuring everyone has equal access to marine resources, helping fishers make a living, and setting up a community-based co-management structure that makes communities stronger and more resistant to environmental change. Cooney et al. (2019) maintain that sustainable fisheries go beyond preserving the environment; they extend to the broader problem of sustainable Development, which entails poverty reduction, food security, the promotion of gender equality, and climate change adaptation, among other issues. As a result, sustainable fishing practices would only be possible if people from different groups and sectors worked together. Hall (2021) maintains that efforts for sustainable fishing should come from the government, organisations from civil society, the private industry, and the local communities.
Explanation of Resources and Media
With its interactive approach, the pre-learning Kahoot quiz about sustainable fishing becomes an excellent tool for teachers teaching complex environmental problems to Upper Key Stage 2 pupils. The modern educational scene is where digital media, with its growing relevance, is active, where educators resort to the interactive Kahoot platform to engage students with their digital skills and inclinations. The use of the quiz format in the presentation of the information taps into the curiosity and competitiveness of students, which increases engagement and retention of key concepts. More so, the quiz is designed as a pre-learning activity, which is very strategic. It allows teachers to discover how much the students know about sustainable fishing and gain insight into the many misconceptions that must be corrected before the more detailed lessons begin. Besides informing instructional planning, this diagnostic function enables educators to personalise their approach to teaching and consider certain voids in learners’ comprehension. It serves as a diagnostic tool through which teachers can gather information on what students already know, thus assisting educators to scaffold their learning experiences.
The usability of the resource is wider than its immediate utilisation in the classroom. Concerning the problem of sustainable fishing, the quiz corresponds with the bigger goal of education relating to environmental literacy and sustainability. Sustainable Development Goal (SDG) 14: Life Below Water, which aims to conserve and sustain marine resources, is an essential environmental education topic. On sustainable fishing, the quiz forms part of creating a culture of environmental stewardship and responsible resource management among the younger generations. In addition, using an interactive activity as a quiz format is done intentionally to cater to the learning needs of Upper Key Stage 2 students. At this stage of Development, little ones are shifting from concrete to abstract thinking and need interaction and active engagement (Anthony, 2019). The quiz’s gamified aspect captures their attention and enables them to participate actively and work together as a team. The resource delivers content that reflects the students’ needs through technology, making it maximally valuable for promoting meaningful learning experiences.
Analysis of Impact and Effectiveness
To realise how effective the pre-learning Kahoot quiz is for sustainable fishing teaching, one needs to know how it affects the students’ perceptions of the topic. This resource is designed for Upper Key Stage 2 pupils and aims to engage them as they learn about sustainable fishing techniques. One criterion by which a resource is judged is how well it matches the level of cognitive maturity and educational needs of Upper Key Stage 2 pupils. At this stage, students are getting better at critical thinking and abstract reasoning; hence, they are open to learning about complex environmental concepts (Marco-Fondevila et al., 2022). The material is very interactive and appropriate for their age and stage of Development; it contains hands-on activities and excellent multimedia parts, which make them attentive and interested. The most potential that the resource holds to assist students in comprehending sustainable fishing practices is by considering their cognitive capabilities and preferred learning patterns.
Resource effectiveness also depends on how well it shows how essential and urgent the environmental problem is: more sustainable fisheries. Resources can be seen through helpful information, real-life examples, and fun activities that offer how much overfishing damages the environment and why we should shift to more environmentally friendly methods. Students will learn through case studies of fishing communities and interactive models of marine ecosystems how human activities affect the environment and connect abstract ideas to practice. This holistic approach gives students an understanding of the environment and trains them to participate in marine conservation. The resource likewise challenges students to think critically about the social and economic aspects of sustainable fishing. Hence, they reflect on the ethical aspects of their consumption and the systemic issues perpetuating unsustainable practices. The resource helps students develop a sense of environmental responsibility through discussions with their peers and by contemplating different points of view. This is about empathy, team spirit, and well-calculated decisions.
Self-Evaluative Reflection on the Resource
A decision to create an interactive resource for teaching sustainable fishing came from a great desire to teach students about environmental problems in a way that has the most negligible impact on the environment. We required educational resources that corresponded with the way of teaching when we found out how urgent it was to address sustainability problems, particularly regarding fisheries management. The goal of choosing an interactive format was to reduce the carbon footprint of conventional paper-based learning materials and keep students motivated. The development process involved creating a resource to achieve various learning objectives. Children in the upper Key Stage 2 level have different diverse skills, interests, and learning styles. Therefore, the pre-learning Kahoot quiz was designed in such a way as to make it adaptable and able to change. Such flexibility was achieved to ensure that all students were reached and that no one was left behind. The resource aims at giving a student a sense of ownership by using inclusivity as its goal. They would have a propensity to be involved and to think critically.
During Development, it was paramount for one to monitor oneself. While considering the resource’s structure, content, and ease of use, its usability increased, and it attained teaching goals. Several cycles of iteration have been done on the repository to make it more meaningful and advantageous, involving the opinions of teachers, environmental experts, and students. The iterative process in our approach went beyond an improvement-only-focused approach. It emphasised the collaborative nature of environmental education, in which people’s different perspectives and observations are shared to enhance the learning experiences of others. The role of modern education trends and technological Development in choosing interactive media as the principal delivery medium must be addressed. The primary purpose of the pre-learning Kahoot quiz was to get students involved through technology. This was done as digital devices, and multimedia platforms encompassed the students’ lives. The resource aimed to attract students’ attention and interest through mini-tests.
This Kahoot quiz for pre-learning with sections on sustainable fishing may cause a relevant change in teenagers and their teachers in Upper Key Stage 2. An educational game will stimulate students in a fun way; hence, they will be able to develop a greater understanding of how to conserve our environment, become environmentally conscious, and cultivate a conservation culture. Besides this, the quizzes give teachers much information concerning students’ misunderstandings and misconceptions. This, in turn, helps the teacher improve their teaching methods to ensure that all students gain the required skills from learning. In the end, the resource might have the capacity to enable the audience to make informed and socially sustainable choices.
Analysis of the Effectiveness of Teamwork
The implementation of the resource by the group was significant. Collectively, the material was quickly tailored to suit the requirements of various classes of students, especially those with SEND. The resource was facilitated by simplifying the questions and introducing more visual aids for a wider audience. The way the groups functioned also simplified peer support; students with more knowledge helped those with less, enhancing overall understanding. McLeod (2023) explains that the behavioural learning theory helps teachers encourage and assist students. By applying this behaviourism theory, the group setting helped students improve their social skills and connect, creating a good learning environment.
Self-evaluation regarding the Group
Reflecting on individual contributions to the group, it is clear that good communication and helping each other out were essential. Regular communication between group members ensured everyone knew what to do and helped the group work together to build resources. However, self-evaluation also showed problems with stress and anxiety during presentations, which shows how important it is to deal with mental health issues. Self-compassion and stress management are essential, and future projects should emphasise holistic well-being to get the most out of group success.
Analyse the resource’s possible influence on environmental education.
Educational organisations play a crucial role in sustainability by crafting curricula, engaging in teaching practices, and operating campus structures. The sustainability agenda has permeated many institutions, which have integrated the theme into their policies that embody principles of environmental conservation, social equity, and economic sustainability into the university’s teaching and research programmes. Nevertheless, the significance of the organisational capability to translate these agendas into action is variable, and the factors contributing to it include institutional targets, resource accessibility, and stakeholder involvement. Appraising reactions involves evaluating the alignment of education projects with the SDGs, assessing the introduction of sustainability concepts in all disciplines, and checking the efficiency of organisational plans for inculcating sustainable behaviour.
The resource has numerous impacts on environmental education. The resource starts students on a path of further study and research by giving them basic information about sustainable fishing methods. Students are given the resources they need to think critically about environmental problems through group projects and the creation of fact files on SDG 14. This gives them a sense of ownership and responsibility. The fact that the resource fits with behaviourism theory also shows how vital group dynamics are for developing social skills and peer contact, which are essential for overall growth. The resource could make students care about the environment and live in a way that does not harm it for a long time. This would make society more environmentally aware.
Discussion and appraisal
Cultural and political contexts influence how sustainability issues, including sustainable fishing, are perceived and acted upon in the context of Environmental Education for Sustainable Development (ESD). Legislation is essential to regulating fishing methods and conservation practices (Nakamura, 2023). An example is the UNCLOS, which provides a legal basis for managing marine resources. Cultural values about nature and resources vary from one society to another; therefore, the perspective on environmental problems. Therefore, awareness of those cultural subtleties is central to developing effective educational programmes that appeal to various target groups.
Sustainable fishing education encompasses not just getting information but also the adoption of values and mindsets that are pro-conservation (Cámara & Santero-Sánchez, 2019). Different communities and cultures value nature, sustainability, and resource management differently. Environmental programmes should consider the different approaches and endeavour to create a sense of collective responsibility among people to protect the environment. As McLeod (2024) explains, the central aspect of Vygotsky’s theory of cognitive Development is the role of social interaction and cultural elements in an individual’s learning. Teachers can apply the theory to design cooperative learning settings where peer interaction and knowledge construction occur.
The interaction of the environment, economic issues, politics, and power relations predominantly determines how people deal with the challenge of Sustainable Development. The economic aims and the environmental objectives generally conflict, bringing about policy disputes and the choice between short-term profits and long-term sustainability. The decision-making rules in politics determine the strategies used for distributing resources, as shown in environmental policy and enforcing policy. Environmental education effectively shades hypocrisy by encouraging critical thinking and community participation, crucial to overcoming power supremacy and developing ecological methods.
Environmental education should address interdisciplinary materials while analysing scientific parameters, humanistic elements, values, and morality (Kang et al., 2017). Constructivist theories like Vygotsky’s cognitive Development bring learners together through problem-solving, field experiences, and real-life activities. In Vygotsky’s approach, social interchange and scaffolding are concentrated on environmental education, which puts value on teamwork and cooperation (Mcleod, 2024). Also, the curricular plan and teaching methods align with different learning styles and cultural contexts, making education more relevant and available.
The problems of incorporating environmental education into the present curriculum are a rigid curriculum, resource deficiency, and competing priorities. Standardised assessment tools should emphasise academic areas, pushing environmental literacy out of mainstream education. In the opinion of Kang et al. (2017), these can be abolished through policy reform, teacher training, and community movements involving educational programmes that incorporate environmental education into curricular and extracurricular activities. Inter-agency collaboration between government agencies, educational institutions, and civil society organisations is crucial to tackling systemic issues and achieving sustainable Development.
The cognitive development theory emphasises that social interactions, cultural environments, and collaborative learning play a role in children’s cognitive Development. Cultural and socioeconomic factors impact personal experiences, which have shaped our knowledge and worldview. Environmental education programmes that employ experiential learning, community-based projects, and participatory approaches concur with Vygotsky’s theory in emphasising the role of social and situated experiences in fostering environmental consciousness and participation. Through creating intentional learning experiences that lead learners to understand sustainable issues, educators can thus motivate people to take action and change their surroundings and the world.
Conclusion
The pre-learning Kahoot quiz becomes a potent educational tool for teaching sustainable fishing among Upper Key Stage 2 pupils. The interactivity, age-appropriateness, and association with educational principles make it quite effective in enhancing environmental literacy. The resource educates and equips the next generation to become ocean conservation stewards through experiential learning activities and critical thinking about environmental issues. Hence, the ongoing succession of these tools is paramount for the realisation of environmental education for sustainable Development and the fostered communal responsibility for the conservation of the environment.
References List
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