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Oceans make our planet habitable: They produce most of the oxygen in our atmosphere, they are a source of natural resources, and act as climate regulators. Thus, the health of the oceans is linked to the health of the human being. However, human activity is causing the deterioration of the oceans, one of the effects produced being the acidification of the waters. SDG 14 targets include reducing marine pollution and minimizing the effects of ocean acidification. The University plays a key role as a promoter of knowledge and innovation, generating both research and new educational practices aimed at education for sustainability, and it has the ability to disseminate the ideas generated to the public. Some of the strategies to be implemented from the university classroom are based on 6 aspects that go through i) the integration into the curriculum of sustainable ocean management issues; ii) encourage students to undertake research projects focused on marine conservation; iii) the implementation of Field Studies and Experiential Learning to observe first-hand the impacts of human activities on marine ecosystems; iv) build collaborations and partnerships with local communities, NGOs, government agencies and industry stakeholders to engage students in real-world initiatives such as beach cleanups, community conservation projects or fisheries management plans; v) encourage students to raise awareness about marine conservation issues through campaigns, workshops, or public events and, vi) manage to create sustainable campus initiatives, where sustainable practices can be promoted within the university itself through the implementation of initiatives such as the reduction of plastic waste, optimizing the use of water or promoting sustainable fish and shell-fish options in campus cafeterias. By incorporating these approaches, university classrooms can play an important role in addressing the challenges related to life below water, fostering a generation of passionate and knowledgeable individuals who are dedicated to preserving and restoring the health of our oceans. This chapter describes and analyzes a didactic experience developed at the university that aims to walk in line with SDG 14 from teacher training and citizen engagement through the development of a Service-Learning project. Thus, through this Service-Learning experience, not only do university students assume the meaning of SDG 14, but they also play the role of outreach and awareness actors beyond the university educational context.

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Advancing SDG 14 Through a Service-Learning Initiative

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • María Diez-Ojeda,
  • Antonio Canepa-Oneto,
  • Patricia de la Fuente Gamero,
  • Miguel Ángel Queiruga-Dios

摘要

Oceans make our planet habitable: They produce most of the oxygen in our atmosphere, they are a source of natural resources, and act as climate regulators. Thus, the health of the oceans is linked to the health of the human being. However, human activity is causing the deterioration of the oceans, one of the effects produced being the acidification of the waters. SDG 14 targets include reducing marine pollution and minimizing the effects of ocean acidification. The University plays a key role as a promoter of knowledge and innovation, generating both research and new educational practices aimed at education for sustainability, and it has the ability to disseminate the ideas generated to the public. Some of the strategies to be implemented from the university classroom are based on 6 aspects that go through i) the integration into the curriculum of sustainable ocean management issues; ii) encourage students to undertake research projects focused on marine conservation; iii) the implementation of Field Studies and Experiential Learning to observe first-hand the impacts of human activities on marine ecosystems; iv) build collaborations and partnerships with local communities, NGOs, government agencies and industry stakeholders to engage students in real-world initiatives such as beach cleanups, community conservation projects or fisheries management plans; v) encourage students to raise awareness about marine conservation issues through campaigns, workshops, or public events and, vi) manage to create sustainable campus initiatives, where sustainable practices can be promoted within the university itself through the implementation of initiatives such as the reduction of plastic waste, optimizing the use of water or promoting sustainable fish and shell-fish options in campus cafeterias. By incorporating these approaches, university classrooms can play an important role in addressing the challenges related to life below water, fostering a generation of passionate and knowledgeable individuals who are dedicated to preserving and restoring the health of our oceans. This chapter describes and analyzes a didactic experience developed at the university that aims to walk in line with SDG 14 from teacher training and citizen engagement through the development of a Service-Learning project. Thus, through this Service-Learning experience, not only do university students assume the meaning of SDG 14, but they also play the role of outreach and awareness actors beyond the university educational context.