Teaching wetlands in a global context: Geospatial learning aligned with Ramsar Convention and United Nations (UN) Sustainable Development Goals

Abstract

Teaching wetlands in a global context requires a pedagogical shift from local field observations to planetary systems analysis. This study proposes a teaching approach that integrates wetlands, analytical tools, policy frameworks, and a global purpose, which can be used in Earth science education. Laboratory exercise was developed and tested using wetlands (including a wetland of international importance and a Ramsar site: Congaree National Park) in the state of South Carolina (SC) in the United States of America (USA). Multidisciplinary students (wildlife biology, forestry, environmental and natural resources) engaged in active learning about subject matter definitions (e.g., hydric soils), used various geospatial analytical tools (e.g., Web Soil Survey), learned about Ramsar Convention (RC), and identified ecosystem services provided by wetlands for achieving the United Nations (UN) Sustainable Development Goals (SDGs). Results of two study years (2024 and 2025) were consistent, showing an increase in wetlands knowledge and applied analytical skills. The online quiz, taken by 113 students, had an average score of 9.3 out of 10. Students increased their knowledge of UN SDGs and ranked SDGs 6, 13, 14, and 15 as the most relevant SDGs to wetlands. A newly proposed teaching approach can be adopted worldwide, as most materials and tools are publicly available.

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