From classrooms to digital resources: longitudinal changes in ocean literacy and learning sources among Taiwanese high school students

Abstract

This study investigated long-term development trends in ocean literacy (OL) and influencing factors among 6,061 senior high school students in Taiwan, using survey data from 2018, 2021, and 2024. Descriptive statistics revealed a clear shift toward digital knowledge sources, with the use of digitally mediated sources increasing over time, while traditional media and formal classroom instruction declined. Overall OL performance showed a marked decline in 2021, coinciding with the COVID-19 pandemic, and partially recovered by 2024. Students showed particular improvement in the knowledge of marine science and technology and marine resources and sustainability, which is consistent with increased policy attention to marine education in recent years. However, performance in marine recreation and culture decreased, suggesting a potential need for greater emphasis on cultural and lifestyle-related content in curricula. Multiple regression analysis identified gender and parental education level as key predictors of OL, while the effects of in-class instruction and informal learning resources were not significant. The study provides empirical data supporting Taiwan's marine education policies in specific areas and highlights the need for adjustments to curriculum design, teacher training, and educational resources to ensure a more balanced and culturally rich learning experience. These insights may help support the development of future ocean citizens with greater capacity for informed action.