Teaching and learning in ecology: a horizon scan of emerging challenges and solutions

We currently face significant, anthropogenic, global environmental challenges and the role of ecologists in mitigating these challenges is arguably more important than ever. Consequently there is an urgent need to recruit and train future generations of ecologists, both those whose main area is ecology, but also those involved in the geological, biological and environmental sciences. Here we present the results of a horizon scanning exercise that identified current and future challenges facing the teaching of ecology, through surveys of teachers, students and employers of ecologists. Key challenges identified were grouped in terms of the perspectives of three groups: students, for example the increasing disconnect between people and nature; teachers, for example the challenges associated with teaching the quantitative skills that are inherent to the study of ecology; and society, for example poor societal perceptions of the field of ecology. In addition to the challenges identified, we propose a number of solutions developed at a workshop by a team of ecology teaching experts, with supporting evidence of their potential to address many of the problems raised. These proposed solutions include developing living labs, teaching students to be ecological entrepreneurs and influencers, embedding skills-based learning and coding in the curriculum, an increased role for learned societies in teaching and learning, and using new technology to enhance fieldwork studies including virtual reality, artificial intelligence and real-time spoken language translation. Our findings are focused towards UK higher education, but they should be informative for students and teachers of a wide range of educational levels, policy makers and professional ecologists worldwide.     

Effect of management on natural capital stocks underlying ecosystem service provision: a ‘provider group’ approach

Land management practices directly impact on the occurrence and condition of natural capital stocks, which can be measured using species diversity and abundance metrics. Species identity and abundance drive ecosystem service supply, either through effects of local diversity and/or through the presence of service providing species. However, the influence of management practices on the provision of ecosystem services is not adequately understood. We grouped grassland plant species into six groups according to desirable attributes (palatability and nutritional value to livestock; medicinal or aromatic compounds; nectar production; pollen production; nitrogen fixation; and endemic and red listed species), which we recognise as ecosystem service ‘provider groups’, and tested the influence of three land management practices (abandonment of mowing, grazing, and mowing) on diversity and abundance within these groups in upland temperate grasslands of Transylvania (Romania). All three management practices favoured at least one provider group, but hay making in upland grasslands favoured more provider groups than abandonment of mowing or grazing. The effects of management on diversity and abundance within several provider groups diverged from the effects on overall species diversity and abundance. Management, through changes in species composition, favours certain provider groups, and hence ecosystem services, over others. The provider group approach is more useful than overall species diversity metrics for assessing the provision of ecosystem services from landscapes and can be used to inform the development of agri-environment schemes and conservation policies aimed at meeting priorities for ecosystem service provision.