Combining Stakeholder- and Social Network- Analysis to Improve Regional Nature Conservation: A Case Study from Osnabrück, Germany.

Many nature conservation projects fail primarily not because of a lack of knowledge about upcoming threats or viable conservation concepts but rather because of the inability to transfer knowledge into the creation of effective measures. Therefore, an increase in information exchange and collaboration between theory- and practice-oriented conservation actors, as well as between conservation actors, land user groups, and authorities may enhance the effectiveness of conservation goals. By considering the interactions between conservation stakeholders as social networks, social network analysis (SNA) can help identify structural optimization potential in these networks. The present study combines SNA and stakeholder analysis (SA) to assess the interactions between 34 conservation stakeholders in the major city and district of Osnabrück in northwestern Germany and offers insights into cost/benefit optimizations of these stakeholder interactions. Data were acquired using a pile sort technique and guideline-based expert interviews. The SA, based on knowledge mapping and SWOT (strength, weaknesses, opportunities, and threats) analysis, identified individual stakeholder's complementary properties, indicating which among them would most benefit from mutual information exchange and collaboration. The SNA revealed discrepancies in information exchange and collaboration between theory- and practice-focused stakeholders. Conflicts were found predominantly between conservation associations, authorities and land user groups. Ecological research, funding, land-use conflicts, and distribution of conservation knowledge were identified as fields with high potential for increased information exchange and collaboration. Interviews also showed that the stakeholders themselves see many opportunities for increased networking in the region. The results are discussed in relation to the existing literature on nature conservation networks and used to recommend optimization measures for the studied network. Finally, the conclusion reflects upon the developed approach's implications and possibilities for conservation stakeholders and planners in general.

Free word association analysis of German laypeople's perception of biodiversity and its loss.

Due to the dramatic biodiversity crisis, it is crucial to understand how people perceive biodiversity. Knowledge of how thoughts are organized around this concept can identify which ideas are best to focus on biodiversity conservation information campaigns. The primary aim of the present study was to identify social representations of the German public regarding the concept of biodiversity and its loss using a free word association test. Furthermore, unique association networks were analyzed. For this purpose, data collection was performed in September 2021 in Germany using an online questionnaire to assess participants' associations with the prompt "biodiversity" (n = 131) and "biodiversity loss" (n = 130). Additionally, we used the social network software Gephi to create biodiversity (loss) association networks. The five most commonly mentioned associations for biodiversity were "animal," "plant," "nature," "human," and "flower." For biodiversity loss, the five most commonly mentioned associations were "species extinction," "climate change," "plant," "insect," and "bee." Neither "land use change" nor "invasive species," as key drivers of biodiversity loss, were present in social representations of the German public. A difference was observed in the total number of mentioned associations between biodiversity and biodiversity loss. For both, the associations "plant" and "animal" were related. However, participants associated specific taxa only with animals, such as "insects" and "birds." For plants, no specific taxa were named. Based on the network analysis, the most commonly mentioned word pairs for biodiversity and biodiversity loss were "plant - animal" and "species loss - climate change," respectively. Based on our statistical network analysis, these associations were identified as the most central associations with the greatest influence in the network. Thus, they had the most connections and the function of predicting the flow in the network. In sum, the public's multifaceted views on biodiversity and its loss, as well as the aforementioned central associations, hold great potential to be utilized more for the communication and education of biodiversity conservation. In addition, our findings contribute to the scientific community's understanding of social representations and perceptions of biodiversity and its loss.

Student conceptions of the production of cow's milk-An exploratory interview study with 6th- and 10th-grade students.

The production of food and the associated livestock farming contribute significantly to climate change and the global loss of biodiversity, hindering the achievement of the United Nations Sustainable Development Goals (SDGs). To promote responsible consumption and production of food (SDG 12), ensuring that students understand the production of our food, the associated livestock farming, and the interrelatedness of production and consumption is essential. Thus, Education for Sustainable Development (ESD) is an important tool for achieving the SDGs. To develop effective teaching and learning strategies to educate students about the production of food from livestock, it is important to identify students' existing conceptions of this topic. Thus, this study examined sixth-grade (n = 4; M Age = 12 years; SD Age = 0.7 years; 50% female) and tenth-grade students' (n = 4; M Age = 16 years; SD Age = 0 years; 50% female) conceptions of milk production, focusing on dairy farming, the milking process and techniques, and the production of cow's milk. Semi-structured interviews were conducted with students from Osnabrück (Lower Saxony) to elicit student conceptions. The evaluation of the students' conceptions was carried out using qualitative content analysis. The results largely indicated that both sixth and tenth graders had realistic conceptions of dairy farming and the milking process and techniques. However, some students also expressed romanticized conceptions of pasture grazing and calf rearing. In addition, unrealistic statements regarding the formation of milk were identified. The conceptions of the sixth and tenth graders were compared, and with a few exceptions, no significant differences were found between the two cohorts. However, the tenth graders tended to have more differentiated conceptions about milk production than the sixth graders. In conducting the analysis, it became clear that students' conceptions of the production of milk are influenced by individual primary experiences with dairy farms. Finally, based on these results, educational recommendations for the school teaching framework in the context of ESD and implications for further research are presented.

Social norms and climate-friendly behavior of adolescents.

Adolescents are the decision-makers of the future, and as educational research shows, behaviors, habits, and attitudes established at young age strongly shape behavior in adulthood. Therefore, it is important to understand what factors shape young people's climate-relevant behavior. In this study, we examine how information about peer behavior affects adolescents' perception of prevailing social norms and own decision-making. Experimentally, we manipulated whether adolescents received information about other young people's (lack of) support for climate protection, operationalized as a donation to a CO2 offsetting scheme. We find that empirical expectations shifted for all age groups when the information revealed that peers donated nothing or only small amounts. Donation behavior and the normative assessment, however, changed only in the younger age groups. Our study illustrates the caution that must be exercised when others' behavior becomes visible or is deliberatively made salient in order to induce behavioral change, especially among young individuals.

"Vegan Teachers Make Students Feel Really Bad": Is Teaching Sustainable Nutrition Indoctrinating?

The transformation toward more sustainable food choices may be supported by an education for sustainable nutrition. In schools, biology teachers play a key role in educating students as sustainability change makers, as biology lessons provide various opportunities to deal with ESD-topics such as sustainable nutrition. Teachers' classroom practices may be influenced by their personal choices regarding sustainable nutrition. Additionally, students may see their teachers as role models for sustainable behavior. This presents the risk of students adopting teachers' beliefs and behaviors without reflection. Teaching sustainable nutrition is therefore in potential conflict with indoctrinating young people toward sustainable diets. To date, no studies have addressed the perceived risk of indoctrination in the context of teaching sustainable nutrition in relation to teachers' personal beliefs, behaviors, and teaching practices. Therefore, this study explored whether biology teachers themselves perceive a risk of indoctrination when teaching sustainable nutrition, and what methods they use for teaching it in a non-indoctrinating way. For this purpose, we conducted semi-structured interviews with seven in-service biology teachers from high schools in Germany. Data for this explorative qualitative study were collected from July to October 2021 using convenience sampling. These were analyzed by qualitative coding and content analysis. The preliminary results of this study show that participants recognize a high risk of indoctrination when teaching sustainable nutrition, primarily due to their own teaching actions, such as deciding whether to reveal their own dietary choices to students. While some participants believed teachers must be restrained, others thought that open communication about personal choices could benefit student decision-making skills. In terms of avoiding indoctrination when teaching sustainable nutrition, participants advocated for student-centered and multi-perspective teaching approaches. Based on the findings, initial implications for further research and teacher training are discussed.

Acceptance of Cultured Meat in Germany-Application of an Extended Theory of Planned Behaviour.

This study examines the willingness to consume a cultured meat burger in Germany. Based on the theory of planned behaviour (TPB), we assessed attitudes, perceived behavioural control, and subjective norms via an online questionnaire. Attitudes were operationalized in this research as general attitudes towards cultured meat and specific attitudes towards a cultured meat burger. Furthermore, the TPB was extended with nutritional-psychological variables including food (technology) neophobia, food disgust, sensation seeking, and green consumption values. In total, 58.4% of the participants reported being willing to consume a cultured meat burger. Using a path model, the extended TPB accounted for 77.8% of the variance in willingness to consume a cultured meat burger. All components of the TPB were significant predictors except general attitudes. The influence of general attitudes was completely mediated by specific attitudes. All nutritional-psychological variables influenced general attitudes. Food technology neophobia was the strongest negative, and green consumption values were the strongest positive predictor of general attitudes. Marketing strategies should therefore target the attitudes of consumers by encouraging the natural perception of cultured meat, using a less technological product name, enabling transparency about the production, and creating a dialogue about both the fears and the environmental benefits of the new technology.

Effectiveness of a teaching unit on the willingness to consume insect-based food - An intervention study with adolescents from Germany.

This study investigated the effect of a four-lesson teaching unit titled "Entomophagy and Sustainability" on the willingness of adolescents in Germany to consume insect-based food (N = 114; M Age = 15.77 years; SD Age = 1.12 years; female = 58.8%). The main aim of the study was to test whether the teaching unit can induce long-term changes in selected nutritional-psychological factors (food disgust, food neophobia, food technology neophobia), attitudes, knowledge, and the willingness to consume insect-based food. For this purpose, a paper-pencil questionnaire was conducted immediately before (pre-test), immediately after (post-test), and approximately six weeks after (follow-up test) the teaching unit. Although significant changes in food disgust, food neophobia, food technology neophobia, attitudes, and knowledge were recorded, adolescents' willingness to consume insect-based food was not significantly increased. Attitudes were identified as the strongest predictor of adolescents' willingness to consume, while knowledge was not a significant predictor. Conclusions and recommendations that can be applied to other educational interventions are provided to increase the effectiveness of the teaching unit.

Teach What You Eat: Student Biology Teachers' Intention to Teach Sustainable Nutrition.

OBJECTIVE: To explain student biology teachers' intention to teach sustainable nutrition (SN) in classes using an extended model of the theory of planned behavior. DESIGN: Germany-wide online questionnaire study in November/December 2019. PARTICIPANTS: A total of 621 student biology teachers (mean age, 23.3 years; SD, 3.9 years; 77% female). DEPENDENT VARIABLE: Intention to teach SN. INDEPENDENT VARIABLES: Theory of planned behavior variables (attitudes toward teaching, subjective norms, self-efficacy), intention to eat sustainably, attitudes toward SN, knowledge about SN, prior university education for sustainable development experiences. ANALYSES: Descriptive statistics, bivariate Spearman correlations, and a path model are reported. RESULTS: The extended TPB model provided a moderate-to-high explanation of the intention to teach SN (R²â€¯= 0.50; P < 0.001). Respondents with a higher intention to eat sustainably in their daily lives reported more positive attitudes toward teaching, higher self-efficacy, and a higher teaching intention. Prior university education for sustainable development experiences also predicted the intention to teach. A higher level of knowledge about SN was only associated with higher self-efficacy. CONCLUSIONS AND IMPLICATIONS: Lectures and seminars on SN in biology teacher training may foster student (biology) teachers' self-efficacy in teaching SN and ensure that they understand the importance of their subject-specific commitment, involvement, and attitudes in implementing SN in schools.

Acceptance of Insect-Based Food Products in Western Societies: A Systematic Review.

Consuming insects is a possible alternative to meat consumption that has few detrimental impacts on the environment and human health. Whether novel foods made from insects will become established in Western societies in the coming years depends largely on their acceptance by the respective populations. Numerous studies on the acceptance of insects as a novel food have already been conducted. In this systematic review, the main findings of quantitative, experimental, and tasting studies on the acceptance of insects as a novel food are summarized. The present paper is designed to serve as an orientation for practitioners in the food industry and provides information useful for the design of marketing strategies and target group-oriented product development. In addition, we highlight in which fields future studies could be conducted to further improve the understanding of the acceptance of insects as food in Western societies.

German Laypeople's Willingness to Donate Toward Insect Conservation: Application of an Extended Protection Motivation Theory.

It is essential to engage the public in conservation measures to conserve insects. We investigate the Protection Motivation Theory (PMT), as well as knowledge, attitudes, and sociodemographic variables (gender, age, education level, and income) as predictors of willingness to donate (WTD) and actual donations to insect conservation for a representative German sample (N = 515; MAge = 49.36, SD = 16.73; female = 50.1%). The PMT subcomponents severity, self-efficacy, and response efficacy, as well as attitudes toward insects, income, and education level, significantly predicted WTD. In contrast, severity, response barriers, age, gender, and the WTD significantly influenced actual donations. Overall, components of the PMT have high predictive power for both dependent variables. Our results suggest that an intention-behavior gap exists between the intention to donate and the actual donation toward insect conservation. Measures to increase WTD and actual donations for insect conservation are discussed.