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Antonio Toralba-Burrial Antonio Toralba-Burrial Scilit Preprints.org Google Scholar 1, 2, * and Eduardo Dopico Eduardo Dopico Scilit Preprints.org Google Scholar 1

Received: 30 May 2023 / Revised: 21 August 2023 / Accepted: 24 August 2023 / Published: 25 August 2023

A Decade Of ‘blue Tourism’ Sustainability Research: Exploring The Impact Of Cruise Tourism On Coastal Areas

(This article is part of a special issue on Games and Learning: Action for Quality Education as a Sustainable Development Goal)

Oceans provide a variety of ecosystem services, including food and cultural ecosystem services derived from fisheries. Fisheries sustainability is addressed in the United Nations Sustainable Development Goal 14 for ocean conservation, and education strategies should include ways to achieve it. In this article, we describe an environmental education experience based on games to promote artisanal fishing developed in the north-west of Spain, which involved more than a thousand primary school students (ages 6-12). Following a qualitative methodology, we analyzed the games created, the formative assessment and the results of their implementation in schools and informal educational activities. In addition, we compared the educational game we created with other game-based game programs on marine literacy and fisheries sustainability. This educational experience provides an exciting learning opportunity where students are highly motivated and expand their knowledge of marine biodiversity, socio-ecological impacts of fisheries and ocean conservation. Several differences can be identified in the selection and design of the games, including the type and duration, the dimensions of sustainability analyzed, specific learning objectives, historical and cultural references used, collaborative learning with peers, and the generation of shared knowledge. Based on these experiences, the inclusion of education for responsible consumption (SDG 12) in the framework of sustainable fisheries development represents a remarkable innovation, empowering students in their role as fish consumers.

The ocean provides various ecosystem services such as provision (food, water, energy), regulation (climate regulation), support (nutrient cycling, habitat provision, soil formation) and cultural services (recreation, cultural identity, spiritual values) [1]. , 2, 3, 4]. Although the use of these ecosystem services has increased since the 1950s (since the Great Acceleration [ 5 , 6 , 7 ]), fisheries remain far from a state of sustainability [ 8 , 9 , 10 ]. Different types of fisheries have different impacts on the environment [11, 12, 13], with small-scale fishing (artisanal fishing) and its sustainability being an emerging challenge in global ocean management [14]. In fact, Goal 14 of the United Nations Sustainable Development Goals emphasizes the need to preserve and manage the oceans, seas and marine resources for sustainable development, which has always been a priority for artisanal fisheries. However, it should be noted that inadequate small-scale fisheries management can also be a cause of unsustainability [12, 15]. Therefore, it is necessary to direct fisheries management towards sustainable development [16, 17].

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In this framework, oceanic literacy, ie. general understanding of the relationship between us and the sea and the importance of using the sea sustainably [18, 19], can contribute to improving the protection of the sea. This type of literacy should provide knowledge related to environmental and eco-social issues such as marine pollution and loss of biodiversity, depletion of natural resources and resulting socio-economic consequences [19, 20, 21, 22, 23, 24]. Formal education, provided in educational centers, plays an important role in the process of marine literacy and in the urgent transition to sustainability [25, 26, 27]. In the teaching-learning context, didactic materials and resources have been developed to promote ocean literacy based on ecosocial education programs and approaches [21, 26, 28, 29, 30, 31].

Among these methods, game learning has become an interesting didactic tool to promote scientific learning in recent years [32, 33, 34]. Developmental games have certain rules of play. They assign tasks to students. The structure is flexible, giving feedback on the actions of the students / players, allowing them to move forward or backward if their actions are correct or not (for example when answering questions). Although educational games are not designed to win but to facilitate learning, they offer results (determine who wins the game or when the game is won). The goal is always to create a pleasant educational environment where students enjoy the experience while learning [35, 36, 37]. Game-based learning includes (re)designing educational activities based on pedagogical science and discipline-specific issues, using educational games that can be applied inside and outside the educational framework [37]. The use of analog games and digital simulations improves students’ motivation and interest in learning environmental issues [34, 38, 39, 40, 41]. Various educational experiences have been used for game-based learning in fisheries sustainability and marine literacy [ 21 , 42 ]. Usually, this educational practice builds knowledge about marine biodiversity and environmental issues [19, 29] or introduces roles to analyze the perspectives of people interested in marine conservation: fishermen, marketers, environmental managers, etc. [31, 43, 44, 45, 46].

Here, we present a learning intervention based on an educational game from a different perspective: teaching about responsible consumption, remembering ocean literacy and promoting the sustainable environment of artisanal fisheries compared to other fisheries. The aim is to describe the game developed and show how the game is used to help primary school students think about sustainable fisheries development, and to discuss how it differs from other game-based fisheries activities.

Pdf) Sustainable Fish And Seafood Production And Processing

The issues discussed in this paper are: (1) What is the knowledge of elementary school students about marine natural resources that are mined/harvested in their area? (2) How well do elementary school students know about the sustainability of fisheries in their area? and (3) Can game-based learning contribute to creating shared knowledge about fisheries and marine natural resources among elementary school students?

In the north of Spain, four autonomous communities are washed by the Atlantic Ocean along the Bay of Biscay (Basque Country, Cantabria, Asturias and Galicia). Artisanal fishing is a cultural and traditional identity factor and a source of employment and income for these coastal communities [47]. In Asturias, 250 boats, grouped into 18 fishing associations, are located in 19 base ports, which also have fish markets where they can be auctioned. Most boats are 12 m long (75-80% of the fleet) and are used for coastal fishing for fish and shellfish (mainly mussels and crustaceans) [48]. Coastal fisheries are conducted approximately 46 nautical miles from the coast (85.19 km) in 226 fishing grounds covering 984,938 hectares of water [49]. Artisanal fishing is carried out in fishing fleets using 13 small fishing tools (some nets, hooks, traps, etc.) [48].

Some interesting eco-social characteristics that Asturian artisanal fisheries share with other artisanal fisheries are a high level of environmental sustainability, decent employment and salary conditions for fishermen, adaptive flexibility in targeting equipment and species, specialization in products with high perceived value , and positive social impacts on coastal communities [47, 50]. Therefore, the Asturian artisanal fishery carries out an appropriate type of fishing in the framework of the three pillars of sustainable fishing: economic, social and environmental sustainability [3, 16, 17, 51]. In this sense, the artisanal fisheries of Asturias have seen the practice of sustainable development recognized as a type of label or environmental label on the catch. Since 2015, fish (fish and shellfish) caught by the artisanal coastal fleet and sold for the first time in the fish market have the local label Pescado de Rula con Artes Sanos (market fish caught.

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