1.1.5
2
PLANET4B ecei es unding om he Eu opean Union’s Ho izon Eu ope
esea ch and inno a ion p og amme unde g an ag eemen No 101082212.
This p ojec is unded by UK Resea ch and Inno a ion (UKRI) unde he UK
go e nmen ’s Ho izon Eu ope unding gua an ee.
This wo k has ecei ed unding om he Swiss S a e Sec e a ia o Educa ion,
Resea ch and Inno a ion (SERI).
Views and opinions a e o hose o he au ho s only and do no necessa ily
e lec hose o he Eu opean Union, Eu opean Commission, he go e nmen o
he Uni ed Kingdom, o he go e nmen o Swi ze land. The Eu opean Union,
he Eu opean Commission, he go e nmen o he Uni ed Kingdom, o he
go e nmen o Swi ze land canno be held esponsible o hem.
iii
Key deli e able in o ma ion
Deli e able numbe
D5.9
Deli e able i le
Repo on online aining and educa ional esou ces o communica ing
biodi e si y and igge ing ans o ma i e change
Task leade
Co en y Uni e si y (CU)
Co esponding au ho
Alex F anklin
Dissemina ion le el
Public
S a us
Final
Deli e able desc ip ion
This epo includes an online aining and educa ional esou ces o communica ing biodi e si y and
igge ing ans o ma i e change including es ed me hods and communica ing biodi e si y ips, he
ans o ma i e s o ies and o he ma e ials.
Ve sion
S a us
Da e
Au ho s/Re iewe s
0.1
D a
14/10/2025
Au ho s: Clai e Lyons (CU); Ba ba a Smi h (CU); Alex
F anklin (CU); Lindy Binde (CU)
0.2
D a
20/10/2025
Re iewe : Agnes Zolyomi (MLU)
0.3
D a
22/10/2025
Au ho s: Clai e Lyons (CU); Ba ba a Smi h (CU); Alex
F anklin (CU); Lindy Binde (CU)
1.0
Final
27/10/2025
Re iewe : To s en Wähle (MLU)
P ojec ac onym
PLANET4B
P ojec i le
unde s anding Plu al alues, in e sec ionali y, Le e age poin s,
A i udes, No ms, beha iou and social lEa ning in T ans o ma ion o
Biodi e si y decision making
S a ing da e
01s No embe 2022
Du a ion
36 mon hs
Websi e
h ps://plane 4b.eu/
P ojec coo dina ion and
scien i ic lead eam
Ilkhom Solie ; Alex F anklin; Agnes Zolyomi; To s en Wähle
i
Con ibu o s o ac ion/in e en ion di ec ly leading o his deli e able
Alexande E. Aas-Hanssen (OOF); Jackie Abell (CU); Håkon Aspøy (NINA); Da id Ba on (NINA);
Mahsa Baz a shan (FiBL); Mau a Benegiamo (UNIPI); Tu a Beye B och (NINA); Lindy Binde (CU);
Reidun Bolsø (OOF); Ma a Bone i (UNIPI); Céi e Boo h (WCMC); Yennie B edin (NINA); Ge aldine
B own (CU); Gianluca B uno i (UNIPI); Ma yna Byko a (CGE); Ra al P. Chudy (NINA); Judi h Conway
(CU); Ká men Cze (ESSRG); Helene Figa i (NINA); And eas Flach (FUG); Robe o G onda (UNIPI);
S en G üne (MLU); Vega d Gunde sen (NINA); Robe Home (FiBL); Edi Hunyadi (MLU); Johan H al
(OOF); C is ina Y. A. Inoue (RU); Julian Jäge (MLU); Sand a Ka ne (IFZ); Esz e Kelemen (ESSRG);
Be i Köhle (NINA); Ma iann Ko ács (ESSRG); Mi jam K ause (FUG); The esa Kühne (MLU); Julia
Le en on (CG); Bo bála Lipka (ESSRG); Blanka Loucko a (CG); Gee a Ludh a (DC); Subash Ludh a
(DC); Milena Ma chesi (RU); Vinícius Mendes (RU); And eas Mo schiunig (FUG); Ped o Na a o
Gambín (UNIPI); Pa icia O o i-Aman o (CG); Gyö gy Pa aki (ESSRG); And eea-Ceza a Ple ea
(TERHA); Ammalia Podlaszewska (CGE); Ghezal Sabi (FiBL); Ka ha ina San e (FUG); Za a
Saydalie (CGE); Mi jam Schlei e (FiBL); Ch is ina Selige (FUG); Dmi iy Sho in (MLU); Eli Tugba
Simsek (CG); Da id S einwende (IFZ); Anne Olga Sy e huse (NINA); Lina Tennha d (FiBL); Simeon
Vaňo (CG); Daniele Ve gamini (UNIPI); Ma eo Villa (UNIPI); Ing id Visse en-Hamake s (RU); To s en
Wähle (MLU); Agnes Zolyomi (MLU)
Recommended ci a ion
Lyons, C., Smi h, B., F anklin, A., & Binde , L. (2025). Repo on online aining and educa ional
esou ces o communica ing biodi e si y and igge ing ans o ma i e change. Repo No D5.9 o he
Ho izon Eu ope P ojec 101082212 – PLANET4B. B ussels: Eu opean Resea ch Execu i e Agency.
DOI: 10.5281/zenodo.17243496
Righ s and license
This wo k is licensed unde a C ea i e Commons A ibu ion 4.0 In e na ional License. The C ea i e
Commons A ibu ion license allows e-dis ibu ion and e-use o a licensed wo k on he condi ion ha
he c ea o is app op ia ely c edi ed. Read mo e.
Acknowledgemen s
The PLANET4B eam hank: membe s o Co en y Ci y Council, Camb idge Ci y
Council, Wa wickshi e Coun y Council, Wa wickshi e Wildli e T us , The Bu e ly
T us and a endees a he 2025 Na u e-Ac ion Dialogues e en (Camb idge, UNEP-
WCMC), o sha ing hei iews du ing he ma ke esea ch phase; Juliana Lins
(doc o al candida e, RU) o being in e iewed/ ilmed on social biodi e si y and he
wo k wi h P o . C is ina Aoki Inoue (RU); Ne ly o g aphic design wo k and
en isioning, building and main aining he Ca e- ull Cou ses and Resou ces pla o m;
Ben Cook o ilmmaking; Kie en Jones o all line d awing included on he pla o m
oge he wi h his ole in he c ea ion o he keyno e ilm; he olun ee ime o he
PLANET4B Lea ning Communi y and S akeholde Boa d membe s, which was
undamen al o he adap a ion and alida ion o he me hods upon which he cou se
is based, and also he PLANET4B conso ium case s udy pa ne leads.
Lis o abb e ia ions and ac onyms
Ac onym
De ini ion
CAC
The Clima e Academy
CG
CzechGlobe – Global Change Resea ch Ins i u e o he Czech Academy o Sciences
CGE
Cul u e Goes Eu ope
CU
Co en y Uni e si y
DC
Dadima's CIC.
ESSRG
En i onmen al Social Science Resea ch G oup
FiBL
Resea ch Ins i u e o O ganic Ag icul u e
FUG
Fo um U ban Ga dening
GD
GoodIssue nonp o i L d.
IFZ
In e disciplina y Resea ch Cen e o Technology, Wo k and Cul u e
MLU
Ma in Lu he Uni e si y Halle-Wi enbe g
MOOC
Massi e Open Online Cou se
NGO
Non-Go e nmen al O ganisa ion
NINA
No wegian Ins i u e o Na u e Resea ch
OOF
Oslo og Omland F il u s åd – G ea e Oslo Council o Ou doo Rec ea ion
PLANET4B
unde s anding Plu al alues, in e sec ionali y, Le e age poin s, A i udes, No ms,
beha iou and social lEa ning in T ans o ma ion o Biodi e si y decision making
RU
Radboud Uni e si y
TEHRA
The En i onmen and Human Righ s Academy
UNEP-WCMC
UN En i onmen P og amme Wo ld Conse a ion Moni o ing Cen e
UNIPI
Uni e si y o Pisa
1
Table o Con en s
Key deli e able in o ma ion ..................................................................................... iii
Acknowledgemen s .................................................................................................. i
Lis o abb e ia ions and ac onyms .........................................................................
Execu i e summa y ................................................................................................... 2
1 In oduc ion ............................................................................................................. 2
2 Designing he Biodi e si y Engagemen Cou ses and Digi al Educa ion
Pla o m: Me hodological app oach ......................................................................... 4
2.1 Biodi e si y Engagemen Cou ses: Pedagogical F amewo k, Ta ge Audiences
and Backg ound Resea ch ................................................................................................ 4
2.2 Biodi e si y Engagemen Cou ses: S uc u e and Con en Design ........................ 6
2.3 Ca e- ull Cou ses and Resou ces Pla o m: s uc u e and design ....................... 11
2.4 Valida ion Ac i i ies and Fu u e Dissemina ion Plans ........................................... 12
2.5 Limi a ions .................................................................................................................. 13
3 Resul s: O e iew o he Biodi e si y Engagemen Cou ses and Pla o m .... 14
3.1 Biodi e si y Engagemen Cou ses ........................................................................... 14
3.2 Ca e-Full Cou ses and Resou ces Pla o m ............................................................ 33
4 Conclusion and ou look ....................................................................................... 43
Re e ences ................................................................................................................ 45
S a emen on da a a ailabili y ................................................................................. 47
S a emen on e hics ................................................................................................. 47
2
Execu i e summa y
This epo p esen s he Biodi e si y Engagemen Cou ses and accompanying Ca e-
ull Cou ses and Resou ces pla o m de eloped by PLANET4B. The cou ses:
• Fea u e a ange o engagemen me hods, including me hods de eloped and
adap ed o use in he PLANET4B case s udies.
• A e ailo ed o policy, NGOs, business, and esea ch audiences.
• Build inclusi e capaci y o biodi e si y decision-making ac oss sec o s.
• Suppo ans o ma i e change h ough e lexi e, co-lea ning design.
• A e hos ed on a bespoke digi al pla o m, c ea ed o ac as a ligh house o
aligned ans o ma i e lea ning esou ces.
1 In oduc ion
The biodi e si y c isis e e s o he apid, human-d i en loss o species, ecosys ems,
and gene ic di e si y ac oss he plane . Cu en ex inc ion a es a e es ima ed o be
ens o hund eds o imes highe han na u al backg ound le els (IPBES, 2019), d i en
by land-use change, esou ce exploi a ion, pollu ion, clima e change and in asi e
species (Keck e al., 2025). This e osion o biodi e si y unde mines he ecological
p ocesses ha sus ain li e, including ood p oduc ion, wa e egula ion, soil e ili y, and
clima e s abili y, and h ea ens human well-being and plane a y heal h (Caballos,
2017).
In addi ion o hese di ec d i e s, biodi e si y loss is also shaped by indi ec d i e s
such as en enched socie al alues, no ms, and go e nance sys ems ha media e
decision-making ac oss ci il socie y, business, and public policy (IPBES, 2019; Nielson
e al., 2021). These in e locking powe s uc u es in luence how biodi e si y is
pe cei ed and p io i ised, o en ma ginalising plu al knowledges and ein o cing
inequali ies in who ge s o pa icipa e in biodi e si y- ela ed decisions (Kaijse and
K onsell, 2014). Unde s anding and add essing hese sys emic ac o s is essen ial o
ans o ma i e change.
Add essing his c isis equi es ans o ma i e change no only in how decisions a e
made abou land, esou ces, and de elopmen , bu also in he unde lying socie al
s uc u es, alues, and ins i u ions ha shape hose decisions (Díaz e al., 2019).
Inc emen al imp o emen s a e no longe su icien . Decision-making mus become
in eg a i e, inclusi e, and adap i e, aligning economic, poli ical, and social sys ems
wi h ecological limi s (Diaz e al., 2019, Rocks öm e al., 2023). This means
embedding biodi e si y alues in o all sec o s, om ag icul u e and in as uc u e o
inance and go e nance, and empowe ing di e se s akeholde s, including local and
Indigenous communi ies, o co-p oduce knowledge and policy (Reed e al., 2024). Only
by eshaping ins i u ions and incen i es a mul iple le els can socie ies ansi ion
owa d sus ainable and equi able u u es ha p o ec and es o e he li ing sys ems on
which we all depend.
Educa ion and communica ion a e cen al in enabling his ansi ion. Educa ion
p o ides he ounda ion o ans o ma ion by equipping people wi h he knowledge,
skills, and c i ical hinking needed o unde s and he in e connec edness o ecological,
social, and economic sys ems and o engage meaning ully wi h biodi e si y challenges
3
(S e ling e al., 2017; O’B ien e al., 2013). Embedding biodi e si y and sus ainabili y
concep s h oughou o mal cu icula ( om p ima y educa ion o uni e si ies and
p o essional aining) os e s ecological li e acy and empowe s u u e decision-make s
o ac wi hin plane a y bounda ies. Expe ien ial and place-based lea ning, alongside
in e disciplina y eaching, helps b idge he gap be ween abs ac en i onmen al issues
and li ed eali ies, cul i a ing empa hy and s ewa dship (Tilbu y, 2011).
Communica ion ex ends his ans o ma ion beyond class ooms o socie y a la ge.
E ec i e communica ion ansla es scien i ic knowledge in o accessible, ac ionable
na a i es ha engage policymake s, businesses, and he public (Mose , 2016).
S o y elling, media, and pa icipa o y pla o ms can make biodi e si y loss isible and
pe sonal, helping o e ame i no as a dis an en i onmen al p oblem bu as a di ec
challenge o heal h, li elihoods, and jus ice (IPBES, 2019).
Al hough he e is a g owing ecogni ion ha e ec i e communica ion is c i ical o
hal ing biodi e si y loss, he e emains a lack o accessible, inclusi e aining esou ces
ha e lec in e sec ional pe spec i es and build capaci y in his ield. Biodi e si y
educa ion and communica ion o en emain con ined o echnical o academic
con ex s, excluding many o he communi ies mos a ec ed by en i onmen al change
(Rose e al., 2020; Mose , 2016). T aining p og ammes equen ly p i ilege Wes e n
scien i ic pa adigms, o e looking local, Indigenous, and gende ed pe spec i es ha
o e essen ial knowledge o ans o ma i e ac ion (Tengö e al., 2017; Smi h e al.,
2017). This lack o esou ces has eal wo ld implica ions, lea ing a gap be ween
aspi a ion and implemen a ion. Policymake s a e inc easingly ins uc ed o be mo e
inclusi e in decision-making ye lack he ools and esou ces o be so, while NGOs
hope o call di e se ac o s o ac ion, ye can lack he capaci y o engage wi h di e se
communi ies. The e is a p essing need o p ac ical, c ea i e, and pa icipa o y
app oaches ha suppo inclusi e biodi e si y engagemen and decision-making.
To help add ess his gap, PLANET4B has de eloped a se o ou open-access online
cou ses ocused on biodi e si y engagemen me hods. These cou ses we e de eloped
as pa o Task 5.5 ‘Enhancing he capaci y o enabling playe s and change agen s o
ini ia e ans o ma i e change’. The cou ses in oduce a ange o pa icipa o y ools
designed o suppo inclusi e, c ea i e, and con ex -sensi i e app oaches o
biodi e si y decision-making. Each e sion is ailo ed o a speci ic key enabling g oup:
policy, business, NGOs, and esea ch/academia. Toge he , hey aim o build capaci y
ac oss sec o s by o e ing p ac ical guidance, examples, and esou ces ha enable
di e se ac o s o engage meaning ully wi h biodi e si y challenges.
The decision o ocus he cou ses on biodi e si y engagemen me hods was based on
hei cen al ole in he empi ical componen o he PLANET4B p ojec . The p ojec ’s
case s udy esea ch e idenced he alue o engagemen me hods as a o m o
in e en ion aimed a igge ing change – including in pa icula in a manne capable
o in eg a ing plu al alues, in e sec ionali y, and beha iou al insigh s (Deli e able 3.3).
No ably, howe e , he cou ses also ex end beyond indi idual me hods by emphasising
he impo ance o he o e all app oach aken o engaging indi iduals in co-c ea i e
p ocesses o change – ecognising ha ans o ma i e impac depends no only on he
ools hemsel es bu on he in en ional, con ex -sensi i e way in which hey a e applied.
In pa allel o de eloping he se o biodi e si y engagemen cou ses PLANET4B has
also c ea ed a bespoke digi al educa ional pla o m – Ca e- ull Cou ses and
4
Resou ces – wi hin which he cou ses a e hos ed oge he wi h a wide ange o
engagemen me hods and ma e ials a ising om he p ojec (see also PLANET4B
Deli e able 2.4: Ca alogue o Me hods). In addi ion o hos ing he PLANET4B cou ses
and esou ces, he pla o m will ac as a ligh house o cu a e and signpos isi o s o
aligned cou ses and esou ces c ea ed by o he ans o ma i e change clus e p ojec s
and beyond.
The emainde o his epo ou lines he me hodological app oach used o design he
Biodi e si y Engagemen Cou ses and pla o m (sec ion 2), p esen s key ea u es and
con en ac oss he ou ailo ed cou se e sions (sec ion 3), and concludes wi h
alida ion ac i i ies, dissemina ion plans, and e lec ions on u u e de elopmen
(sec ion 4).
2 Designing he Biodi e si y Engagemen Cou ses and
Digi al Educa ion Pla o m: Me hodological app oach
2.1 Biodi e si y Engagemen Cou ses: Pedagogical F amewo k, Ta ge
Audiences and Backg ound Resea ch
Ou app oach o de eloping he PLANET4B biodi e si y engagemen cou ses is
unde pinned by he unde s anding ha adi ional me hods o o mal educa ion a e no
deli e ing he equi ed ans o ma ion a he ei he scale o speed necessa y o
add ess he cu en biodi e si y c isis. Ra he , de eloping inclusi e and pa icipa o y
biodi e si y engagemen equi es pedagogical amewo ks ha mo e beyond
knowledge ansmission owa d co-lea ning, e lexi i y, and empowe men .
Pa icula ly in o ma i e in his con ex , as pedagogical ounda ions o he PLANET4B
cou ses a e, i s ly, he ans o ma i e lea ning amewo k which emphasises c i ical
e lec ion and pe sonal change, helping lea ne s ques ion assump ions and ecognise
hei agency in add essing socio-ecological c ises (C an on, 2016); and, secondly, he
social lea ning amewo k which ocuses on collabo a i e, pa icipa o y lea ning wi hin
communi ies o p ac ice (Jadallah and Balla d, 2021). The la e is al eady widely used
in conse a ion and policy con ex s o build us , sha e aci knowledge, and co-
p oduce ac ionable solu ions ac oss s akeholde g oup (Reed e al., 2010). In
acco dance wi h p io i isa ion gi en wi hin he wide PLANET4B p ojec o
en i onmen al jus ice and in e sec ionali y, ou app oach has also been di ec ly shaped
by decolonial and plu i e sal schola ship which ad oca e o “knowledge democ acy”
and ecognise mul iple ways o knowing and communica ing biodi e si y beyond
Wes e n scien i ic pa adigms (e.g. Tengo e al., 2017).
The co esponding se o ou open access biodi e si y engagemen cou ses
de eloped by PLANET4B ( ia Task 5.5) adhe e o he co e p inciples o a ‘Massi e
Open Access Cou se (MOOC): hey a e open-access, eely a ailable online, and
designed o sel -paced independen lea ning. The cou ses a e ailo ed o ou key
enabling g oups: policymake s, business ac o s, NGOs, and esea ch / academic
communi ies. These audiences we e iden i ied as c i ical le e age poin s o
ans o ma i e biodi e si y decision-making, each wi h dis inc oles, needs, and
capaci ies.
11
Sep embe
(2025)
Finalising and Launch o Con en
• Showcase MOOCs Pla o m a PLANET4B inal e en and conso ium
mee ing (B ussels/hyb id)
• Finalise con en o all modules
• Reco d and wo k wi h ilm make o inalise emaining ideos
Oc obe (2025)
Pos -Launch Re inemen , Finalisa ion, Upload and Repo ing
• Implemen e isions ollowing conso ium eedback (including addi ional
in e iew and ilm wo k)
• Finalise con en o all modules
• Re ine pla o m layou and na iga ion
• Finalise Deli e able 5.9 epo ing
• P epa e o public dissemina ion and ongoing (5+ yea s) pla o m
main enance
2.3 Ca e- ull Cou ses and Resou ces Pla o m: s uc u e and design
A e conside a ion o exis ing online pla o ms ha could po en ially hos bo h he D5.9
aining ma e ials and he D5.10 adjus ed ma e ials o educa o s, i was decided ha
a bespoke websi e would gi e mo e con ol o p ojec b anding and o ganisa ion o he
ma e ials. While he exis ing PLANET4B websi e p o ides a dynamic page o he
p ojec , a new websi e allowing mo e in e ac ions and ha ing ex a capaci y wi h he
po en ial o u u e expansion – as a ligh house ans o ma i e change educa ional
pla o m – was deemed necessa y. The PLANET4B p ojec websi e di ec ly links o he
Ca e- ull Cou ses and Resou ces si e and isa- e sa. Wo king closely wi h a web
de elope , he pla o m was de eloped on Web low o hos a a ie y o biodi e si y
engagemen me hods and ma e ials ailo ed o he key a ge audiences
(policymake s, ci il socie y, business and esea che s). The si e could also hos he
adjus ed ma e ials o educa o s (D5.10) side-by-side he o he cou ses. O ganising
ma e ials in his way enables he mos e icien and in ui i e use expe ience – a
policymake ( o example) accessing he websi e can immedia ely selec he a ea o
he websi e designed wi h policymake s in mind and ind all he cou ses and me hods
bes ailo ed o hem.
F om he homepage, use s can na iga e di ec ly o Ca e- ull Resou ces (a da abase
o page-long me hods, T ans o ma i e Change S o ies, PLANET4B case s udy
examples and o he ela ed esou ces, o Ca e- ull Cou ses (including closely aligned
cou ses c ea ed ia o he p ojec s (e.g. RECOMS, DAISY)).
Each cou se landing page begins wi h op ional in oduc o y modules:
• Use Guide
• In oduc ion o Biodi e si y
• In oduc ion o Engagemen Me hods
• Wo king wi h a Lea ning Communi y
• De eloping and Deli e ing Impac
No pa o a cou se is manda o y, and use s can na iga e o any pa hey wish; so i ,
o example, hey a e al eady amilia wi h biodi e si y, and ha e some expe ience o
12
using engagemen me hods wi hin Lea ning Communi ies, hey may wish o sc oll
down he page o each he engagemen me hods di ec ly. The e is delibe a ely no
sign-up equi emen so he websi es esou ces can be as accessible as possible.
Wi hin he biodi e si y engagemen cou ses each Spo ligh Me hod has i s own ile,
designed by he web de elope , o make he isual expe ience mo e appealing,
alongside he mo e p ac ical use expe ience. Each Spo ligh Me hod is o ganised in o
Uni s and Lessons o make he in o ma ion easily diges ible, and o allow he use o
skip ahead o mo e ele an sec ions as equi ed.
The Ca e- ull Resou ces a ea o he si e can also be accessed di ec ly om a bu on
benea h he iles o Spo ligh Me hods.
The pla o m has been designed o allow any equi ed u u e edi s and upda es o be
made o exis ing pages by non-expe s om CU, wi hou he need o he web
de elope o be in ol ed in mino changes. I is hoped his pla o m will hos u u e
ela ed cou ses and esou ces, and he web de elope is engaged o i e yea s pos -
p ojec o ensu e smoo h unning o hese PLANET4B cou ses as well as he addi ion
o any u u e ones.
2.4 Valida ion Ac i i ies and Fu u e Dissemina ion Plans
In Sep embe 2025 he se ies o biodi e si y engagemen cou ses, oge he also wi h
he ligh house Ca e- ull Cou ses and Resou ces pla o m we e showcased a he inal
PLANET4B conso ium mee ing in B ussels. They we e p esen ed and discussed
ac oss wo sessions: i s ly, du ing he in e nal conso ium-only pa o he mee ing (day
2); and secondly du ing he public- acing ex e nal mee ing day (day 3). Du ing bo h
sessions eedback was in i ed on all aspec s o he cou ses and pla o m, including
any sugges ions o addi ional ma e ial o be added, in o de o s eng hen hei o e all
impac and e ec i eness.
The eedback ecei ed ac oss bo h days was p edominan ly e y posi i e, bo h
ega ding he con en and he g aphic design o he cou ses and pla o m. Howe e ,
only gap iden i ied, in ela ion o he cou ses, was a pe cei ed need o g ea e
emphasis o be placed on ‘social biodi e si y’ in he In oduc ion o Biodi e si y module.
This has since been add essed: an in e iew was ilmed (Oc obe 2025) ea u ing a
dialogue be ween expe s P o . C is ina Aoki Inoue (RU) Ms Juliana Lins (doc o al
candida e, RU), on social biodi e si y. The in e iew opened wi h a discussion on he
no ion o biodi e si y and i s applica ion in all con ex s, and hen mo ed on o he
ollowing ques ions:
• How does hinking in e ms o socio-biodi e si y change he ques ions scien is s
and policymake s ask?
• Could you sha e examples whe e ecognising socio-biodi e si y has eshaped
how ecosys ems a e managed o alued?
• How does ecognising socio-biodi e si y in luence he way empi ical science
unde s ands and s udies ecological sys ems?
• Wha kinds o knowledges need o be alued o meaning ully engage wi h socio-
biodi e si y?
13
The inal p oduced ilm o he in e iew has been added o he In oduc ion o
Biodi e si y module, oge he wi h accompanying ex .
A second no able aspec o eedback ecei ed du ing he e en (day 3) aised he
impo ance o ensu ing ha he Ca e- ull Cou ses and Resou ces pla o m does no
exis as only a (ano he ) s andalone ou pu om an EC p ojec ; a he i is impo an
ha i se es as a connec ed and complemen a y componen o a wide ecosys em o
educa ional esou ces. I was explained ha he pla o m has been speci ically c ea ed
wi h he in en ion ha i will ul ima ely ac as a ligh house, linking use s o aligned
cou ses de eloped by o he Ho izon Eu ope p ojec s (pa icula ly hose wi hin he
T ans o ma ion Clus e ), he eby suppo ing c oss-p ojec lea ning and cohe ence.
S uc u ally, he modula a chi ec u e allows o he in eg a ion o ex e nal con en ,
enabling use s o na iga e be ween PLANET4B ma e ials and ela ed o e ings om
sis e ini ia i es and beyond. As he nex s age o de elopmen , he pla o m and
cou ses will be s a egically publicised o maximise isibili y and up ake ac oss sec o s.
This will include a ge ed ou each and in eg a ion wi h exis ing ne wo ks o ensu e he
pla o m ul ils i s ole as a ligh house o ans o ma i e lea ning.
To ensu e he long- e m ele ance and up ake o he cou ses and pla o m, a mul i-
p onged dissemina ion s a egy has been de eloped, in o med by s akeholde
eedback and aligned wi h b oade Ho izon Eu ope collabo a ion goals, bene i ing
g ea ly om he suppo o he Ho izon Resul s Boos e se ice. Planned nex s eps,
ac oss bo h he sho and medium e m include:
• Du ing Oc obe and No embe 2025, he se o cou ses and wide pla o m
esou ces will be sha ed wi h hose who con ibu ed o he ma ke esea ch
phase o main ain engagemen and demons a e how hei eedback shaped
he inal design.
• A CU (Cen e o Ag oecology, Wa e & Resilience esea ch cen e) semina is
planned o Decembe 2025 o p esen he comple ed MOOC, sha e lessons
om es ing and pilo ing, and ga he e lec ions on usabili y and u u e
adap a ion.
• The cou ses and pla o m will be sha ed wi h o he Ho izon Eu ope sis e
p ojec s wo king on ela ed hemes o encou age collabo a ion, c oss-p ojec
lea ning, and wide applica ion o he ma e ials. Co-o dina ing indi iduals wi hin
he PLANET4B CU eam will p io i ise being a ailable o p esen abou he
cou ses whe e e hey a e eques ed o do so.
• An open sou ce web analy ics ool (h ps://umami.is/) will be in eg a ed in o he
si e o p o ide insigh s in o websi e a ic, including page iews, isi o
in o ma ion, bounce a e (how long people spend be o e lea ing a pa icula
page), a ic sou ces, loca ion, e c. o help moni o each/impac . Some o hese
me ics will also guide he design o any u u e cou ses and esou ces (including
e.g. DAISY).
2.5 Limi a ions
In selec ing me hods o inclusion, we p io i ised hose ha had been applied wi hin he
case s udies. A he same ime, we sough o balance he inclusion o hese co e p ojec
me hods wi h a b oade ange o app oaches po en ially sui able ac oss he ull
spec um o key enabling playe s a ge ed h ough he cou ses; i was his logic which
led o he o ma o combining Spo ligh and Snapsho me hods. This app oach does
14
mean, hough, ha some Spo ligh me hods may ha e mo e limi ed appeal o easibili y
in ce ain se ings – o example, pa icipa o y hea e, while powe ul in suppo ing
engagemen and ela ionship building be ween a wide ange o ac o s, may be oo
esou ce-in ensi e o complex o ou ine up ake by policy audiences. Howe e , in line
wi h he ambi ion ha he pla o m becomes a ligh house hub o ans o ma i e
biodi e si y engagemen (including by way o sign-pos ing o aligned ou pu s
de eloped by o he Ho izon Eu ope p ojec s (and beyond)), we will con inue o expand
i s scope o e ime (e.g. du ing he CU-led DAISY Ho izon Eu ope p ojec ). The
inclusion o an in eg a ed digi al ca alogue o me hods (see Deli e able 2.4), which
i sel will also be ea ed as a ‘li ing esou ce’ (i.e. wi h ongoing e iew and
de elopmen o he cu a ed collec ion o e ime) u he suppo s his ambi ion.
While he de elopmen o he MOOCs was guided by a commi men o accessibili y
and lexibili y, se e al conside a ions eme ged ha may shape u u e i e a ions. As wi h
many open-access pla o ms, use engagemen can be di icul o p edic and ack in
consis en ways. Lea ne s pa icipa e independen ly, which means le els o
in e ac ion, comple ion, and e lec ion na u ally a y. This au onomy suppo s b oad
each bu can also make i challenging o ensu e ha complex o p ac ice-based
con en is ully abso bed and applied. Addi ionally, we would welcome he oppo uni y
o ansla e he cou ses ailo ed o business, policymake s, ci il socie y and
esea che s in o o he languages beyond English (as has been done wi h he educa o -
acing esou ces). Expanding language accessibili y emains a p io i y o u u e
de elopmen o be e suppo di e se use g oups. By a ge ing speci ic g oups, he e
is always he isk ha someone a i es a he si e who does no eel ep esen ed by
any o he p e-de ined ca ego ies, howe e , he bene i s o a ge ing cou ses and
esou ces o pa icula g oups ou weigh he disad an ages o being oo gene alis .
Ca ego ies such as Ci il Socie y can be in e p e ed b oadly, so i is hoped mos use s
will ind a sui able ou e o use ul ma e ials.
3 Resul s: O e iew o he Biodi e si y Engagemen
Cou ses and Pla o m
3.1 Biodi e si y Engagemen Cou ses
This sec ion p o ides illus a i e examples om he PLANET4B biodi e si y
engagemen cou ses. The examples a e p esen ed in acco dance wi h he s uc u e o
he MOOCs and a e in ended o illus a e key ea u es, modules, and design elemen s.
To explo e he ull se o cou ses and esou ces, use s a e in i ed o isi he pla o m
di ec ly a ca e- ull-cou ses.com.
The in oduc o y modules (Use Guide; In oduc ion o Biodi e si y, In oduc ion o
Engagemen Me hods, Wo king wi h a Lea ning Communi y, De eloping and
Deli e ing Impac ) ha e been designed o be consis en ac oss all ou cou ses,
in oducing he co e alues and key lea nings o he PLANET4B p ojec . These
modules a e ele an o all pa icipan g oups and ocused on b oad, ounda ional
hemes. Fo example, he In oduc ion o Biodi e si y module ou lines he basic
concep s o biodi e si y and explained how hese we e unde s ood and applied wi hin
he p ojec .
15
Figu e 1. Biodi e si y Engagemen Cou se – cou se in oduc ion menu, showing i e
in oduc o y modules consis en ac oss all i e cou ses.
16
Figu e 2. Biodi e si y Engagemen Cou se – example ex ac om In oduc ion o Biodi e si y
Module De ining Biodi e si y Lesson.
17
Figu e 3. Biodi e si y Engagemen Cou se – example ex ac om In oduc ion o Biodi e si y
Module, T adi ional Me hods o Reco ding Biodi e si y in Wes e n Science Lesson.
18
Figu e 4. Biodi e si y Engagemen Cou se – S ill om Keyno e In oduc ion o Biodi e si y
Video.
The ideo ea u ed in he In oduc ion o Biodi e si y Module in oduces biodi e si y as
he ab ic o li e ha connec s e e y species, habi a , and ecosys em on Ea h. I aces
he in ica e ela ionships ha keep a o es ali e, showing how plan s, animals, ungi,
and people all depend on one ano he . As species decline and connec ions un a el,
he ilm explo es he human causes o his c isis and he u gen need o collec i e
ac ion. I in i es iewe s o imagine new ways o li ing and wo king wi h na u e, whe e
es o a ion, ca e, and sha ed esponsibili y become he pa h o wa d.
The subsequen Wo king wi h a Lea ning Communi y and De eloping and Deli e ing
modules (also uni e sal ac oss all ou cou ses) d aw on insigh s om ac oss he
PLANET4B p ojec . The module explains how wo king wi h hese g oups suppo ed
collabo a ion, co-c ea ion, and a ious o ms o communi y engagemen o
unde s anding – and enhancing – biodi e si y- ela ed decision-making. In ollow on,
he De eloping and deli e ing impac module explains s a egies o e idencing impac
wi hin an engagemen me hod, how o ell an impac s o y and how o ensu e
pa icipan s a e included and ep esen ed in impac .
19
Figu e 5. Biodi e si y Engagemen Cou se – example ex ac om Wo king wi h a Lea ning
Communi y Module, Wha is a Lea ning Communi y? Lesson.
20
Figu e 6. Biodi e si y Engagemen Cou se – example ex ac om De eloping and Deli e ing
Impac Module, Wha is Impac and Why is i Impo an ? Lesson.
Following on om he i e s anda dised in oduc o y modules, he cou ses hen ea u e
a ange o me hods ailo ed o each speci ic a ge audience. The Policymake , NGO /
Ci il Socie y, and Resea che Cou ses ea u e he same Spo ligh and Snapsho
me hods, bu wi h he con en adap ed o align wi h he po en ial needs and con ex s
o each audience. The decision o hese h ee g oups o sha e me hods was in o med
by he ma ke esea ch phase, du ing which compa able in e es s we e exp essed in
he kinds o engagemen ools, applica ions, and ou comes hey alued. Using a
common se o me hods also enabled mo e a g ea e ange o ma e ial o be de eloped
and sha ed ac oss hese audiences.
Whils he me hod ins uc ions a e consis en ac oss all cou ses, he main adap a ions
appea in sec ions explaining how he me hods could be applied beyond he p ojec
con ex . Fo example, in he Pa icipa o y Thea e module, Uni 1, Lesson 2 (Why Use
he Me hod) p esen s di e en examples ailo ed o Policymake , Ci il Socie y, and
Resea che audiences. Figu e 7 shows he e sion con ex ualised o Policymake s.
27
Figu e 13. Biodi e si y Engagemen Cou se o Resea che s – example ex ac om a
Pa icipa o y Thea e – Adap ing me hods o academic and esea ch se ings lesson.
28
Figu e 14. Biodi e si y Engagemen Cou se o Resea che s – example ex ac om a
Vege able Exhibi ion – Adap ing me hods o academic and esea ch se ings lesson.
Fo he Cou se aimed a p i a e sec o businesses, a sepa a e selec ion o Spo ligh
and Snapsho me hods was designed. These we e mo e closely aligned wi h p inciples
o choice a chi ec u e, beha iou al change, and p ac ical easibili y o business
con ex s. The inal selec ion was also shaped by eedback ga he ed h ough he
29
ma ke esea ch p ocess wi h suppo om UNEP-WCMC, ensu ing ha he me hods
e lec ed bo h business p io i ies and ealis ic oppo uni ies o biodi e si y
engagemen . See Figu es 15, 16, 17, and 18 below.
Figu e 15. Biodi e si y Engagemen Cou se o Businesses – example ex ac om Business
Cou se homepage ea u ing h ee Spo ligh me hods.
30
Figu e 16. Biodi e si y Engagemen Cou se o Businesses – example ex ac om
Pho o oice – Wha is Pho o oice lesson.
31
Figu e 17. Biodi e si y Engagemen Cou se o Businesses – example ex ac om
iNa u alis – Wha is iNa u alis ? Lesson.
32
Figu e 18. Biodi e si y Engagemen Resou ce o Businesses – example ex ac om
Boos ing Snapsho me hod.
33
3.2 Ca e-Full Cou ses and Resou ces Pla o m
This sec ion p o ides illus a i e examples o he Ca e- ull Cou ses and Resou ces
Pla o m. The examples a e p esen ed in acco dance wi h he s uc u e o he Pla o m,
illus a ing key ea u es such as use na iga ion, ailo ed cou se layou s, spo ligh and
snapsho me hod o ma s, and he pla o m’s ole as a ligh house o aligned
ans o ma i e lea ning esou ces. To explo e he ull se o cou ses and esou ces,
use s a e in i ed o isi he pla o m di ec ly a ca e- ull-cou ses.com.
A si e map was de eloped o p o ide o e iew o and o ganise all he necessa y
in o ma ion in he mos use - iendly way. Ne ly ( he web de elope ) wo ked wi h CU
o pu oge he he si e map ahead o he websi e build.
34
Figu e 19. Ca e- ull Cou ses and Resou ces si e map. Sou ce: Ne ly.
35
Use s o he si e a i e a a landing page in i ing hem o ‘Build Skills. Shape Change.
Suppo Biodi e si y.’ F om he e hey can na iga e o Ca e- ull Resou ces, Ca e- ull
Cou ses, o (ul ima ely) o o he aligned cou ses (cu en ly he si e ea u es also ‘Ca e-
ull Schola ship’ – a ans o ma ional jou ney engaging wi h ca e heo y de eloped as
pa o he RECOMS p ojec ; in he coming mon hs and yea s addi ional cou ses will
also be ea u ed (including om o he Ho izon Eu ope T ans o ma i e Change
p ojec s, and beyond).
Figu e 20. Ca e- ull Cou ses and Resou ces landing page.
Selec ing ‘Ca e- ull Cou ses’ om he h ee op ions, b ings use s o he Biodi e si y
Engagemen Cou ses page, whe e use s can hen selec om Cou se e sions ailo ed
o Educa o s (D5.10), Business, Policymake s, Ci il Socie y, o Resea che s.
36
Figu e 21. Biodi e si y Engagemen Cou ses page, wi h i e sc ollable op ions, Policymake s
cu en ly selec ed.
The use hen selec s which o he ailo ed cou ses hey wish o access. Below, o
example, is he page hey will a i e a should hey click on he ‘View Cou se’ bu on
unde ‘Policymake s. A he op o he page a e links o he in oduc o y modules. A
benzo g id displays he i een spo ligh me hods, each wi h i s own ile designed by
Ne ly. Snapsho me hods a e colla ed in he Resou ces sec ion. Use s can na iga e
o hese di ec ly om he bu on a he bo om o he page. The Biodi e si y
Engagemen Cou ses o ci il socie y / NGOs and esea che s ollow he same display
pa e n.
43
Figu e 28. Ca e- ull Resou ces – Snapsho o Vege able Exhibi ion.
4 Conclusion and ou look
The biodi e si y c isis e lec s sys emic ailu es in how socie ies alue and manage
na u e. Despi e decades o conse a ion policy, global wildli e popula ions ha e
declined by nea ly 70% since 1970 (WWF, 2024). These declines a e no simply
ecological p oblems – hey signal he limi s o inc emen al e o m wi hin dominan
social, economic, and go e nance sys ems. The In e go e nmen al Science–Policy
Pla o m on Biodi e si y and Ecosys em Se ices (IPBES, 2019, 2024) calls o deep,
sys em-wide shi s in how we p oduce, consume and concep ualise human–na u e
ela ionships.
44
P o isioning o , and a commi men owa ds, educa ion and engagemen is cen al o
enabling his ans o ma ion (UNESCO, 2022). Fo NGOs, inclusi e educa ion and
engagemen empowe s communi ies o co-design locally ele an solu ions and hold
decision-make s accoun able. Fo business, sus ainabili y educa ion suppo s
co po a e cul u es ha mo e beyond compliance owa d egene a i e p ac ices and
anspa en supply chains (Dasgup a, 2021; WBCSD, 2023). Fo policymake s, he
combining o educa ion and engagemen se es o b idge scien i ic knowledge and
public alues, aligning biodi e si y goals wi h economic and social p io i ies.
Open access collabo a i e lea ning pla o ms (spanning uni e si ies, NGOs, business,
and go e nmen ) a e inc easingly ecognised as ca alys s o sys emic change
(IPBES, 2022; Fazey e al., 2020). They enable expe imen a ion, pa icipa o y
go e nance, and he mains eaming o biodi e si y alues ac oss sec o s.
The PLANET4B biodi e si y engagemen cou ses di ec ly con ibu e o capaci y
building and sys emic ans o ma ion, o e ing open-access lea ning esou ces ha
in eg a e wide- anging ansdisciplina y expe ise and know-how (including om
p ac ice, and om he humani ies, social sciences, beha iou al science and na u al
sciences). They equip key enabling playe s – ac oss ci il socie y, business, policy and
esea ch – wi h es ed me hods and insigh s o p io i ise biodi e si y in decision-
making. Alongside, hey con ibu e o ad ancing unde s anding o beha iou al d i e s
and in e sec ional ulne abili ies, while also suppo ing he ampli ica ion o
PLANET4B’s ans o ma i e change s o ies and sec o al in e en ions.
Toge he wi h he Ca e- ull Cou ses and Resou ces hos ing pla o m he biodi e si y
engagemen cou ses p o ide a dynamic space o e lec ion, co-c ea ion, and
upskilling – suppo ing he de elopmen o le e age poin s and pa hways o
biodi e si y mains eaming, and enabling accele a ed up ake o ans o ma i e
p ac ices ac oss a ull ange o sec o s, as well as geog aphic and hema ic social-
ecological con ex s. They o e scalable ools and amewo ks ha can be adap ed o
o he Ho izon Eu ope p ojec s, policy p ocesses and educa ional con ex s.
Fu he mo e, hei open-access na u e oge he wi h hei hos ing on a bespoke
‘ligh house’ educa ion pla o m help o ensu e hei con inued up ake beyond he
p ojec ’s li espan, ein o cing PLANET4B’s commi men o long- e m sys emic change.
To conclude, ans o ma i e change, is no only abou policy e o m o echnological
inno a ion bu abou eshaping wo ld iews – h ough inclusi e educa ion and open,
us -based communica ion and engagemen ha econnec s people and ins i u ions
wi h he li ing sys ems ha sus ain hem. In his way, he PLANET4B biodi e si y
engagemen cou ses ac i ely os e he kinds o inclusi e, e lec i e, and c oss-
sec o al lea ning en i onmen s ha a e essen ial o eimagining and eshaping
human-na u e ela ionships a he hea o ans o ma i e change.
45
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S a emen on da a a ailabili y
T aining ma e ials on biodi e si y engagemen me hods a e a ailable a ca e- ull-
cou ses.com.
Da a a ising om backg ound esea ch unde aken wi h ci il se an s and NGOs is
a ailable wi hin he PLANET4B communi y o esou ces uploaded o he Zenodo
pla o m. Fu he in o ma ion ela ing o he de elopmen , adap able and es ing o
indi idual me hods du ing he case s udy esea ch is a ailable ia he PLANET4B
websi e and ia Zenodo (see, in pa icula , Deli e ables 2.1, 2.2, 2.3, 3.1, 3.2, 3.3).
S a emen on e hics
E hical app o al was g an ed o all esea ch unde aken wi hin Task 5.5 o PLANET4B
by Co en y Uni e si y on 17.06.23 – e hical app o al p ojec e e ence numbe :
P160041.
Fo he backg ound ma ke esea ch all pa icipan s we e ully in o med abou he
PLANET4B p ojec and he pu pose o he esea ch h ough o al explana ions and/o
48
w i en pa icipan in o ma ion shee s. Fo he CU-led ma ke esea ch w i en in o med
consen was ob ained be o e pa icipa ion. Da a collec ed was p ima ily used o
in e nal e iew pu poses only. Raw da a collec ed by CU was accessible only by CU
PLANET4B esea ch s a . Pe sonal da a collec ed included pa icipan s' names, email
add esses, and job oles. This in o ma ion was secu ely s o ed and managed in
compliance wi h da a p o ec ion egula ions. Resea ch da a collec ed by UNEP-WCMC
du ing he Na u e Ac ion Dialogues was ga he ed h ough acili a ed g oup
discussions. Pa icipan s we e o ally in o med abou he aims o he PLANET4B p ojec
and he in ended use o hei con ibu ions o in o m beha iou al change guidelines in
business con ex s. While w i en in o ma ion shee s and signed consen o ms we e
no p o ided a he ime, pa icipan s we e made awa e o he esea ch pu pose and
hei olun a y in ol emen . Pe sonal da a collec ed was limi ed o names and job oles
(excluding con ac de ails) and was secu ely s o ed and managed in acco dance wi h
da a p o ec ion egula ions.
Wi h he excep ion o he abo e da a, he es o he ma e ial con ain in his deli e able
epo is limi ed o seconda y analysis, syn hesising indings om p e iously conduc ed
me hod de elopmen /adap a ion and empi ical case s udy esea ch ( ia WPs 2 and 3)
and a b oade e iew o ele an academic and g ey li e a u e.
Gi en ha he cou se ma e ial is ocused on p ac icing engagemen me hods, he
subjec o esea ch e hics is add essed explici ly wi hin each o he cou ses. In he
In oduc ion o Engagemen Me hods module, he e is a speci ic sec ion on e hics. The
sec ion highligh s ha e ec i e engagemen o he pu pose o enhancing biodi e si y-
ela ed decision-making depends no only on wha is done bu on how i is ca ied ou ,
wi h a en ion o sa e y, espec and inclusion being essen ial. Cou se use s a e
encou aged o apply ca e- ull esea ch p ac ices ha p io i ise us , anspa ency and
accessibili y, ensu ing all con ibu ions a e olun a y and ha people eel alued and
p o ec ed h oughou he p ocess. Addi ionally, each engagemen me hod includes
ailo ed guidance on e hical conside a ions speci ic o ha me hod ( o example,
managing ongoing consen in pho o in e iews).
