Learning from the blue edge: coastal fieldwork, biodiversity citizen science and nature relatedness

Purpose This study aims to examine higher education for sustainable development (ESD) in island nations by addressing the gap between ocean-related knowledge and meaningful environmental engagement. It investigates how the Coastal Marine Science Fieldwork (CMSF) Programme in Taiwan fosters citizen science literacy, ecological worldviews and nature relatedness among university students. Design/methodology/approach A mixed-methods design was used with 44 university students participating in the CMSF programme. Quantitative and qualitative data were collected to evaluate changes in scientific understanding, environmental values and behavioural intentions. The fieldwork-based cognitive transformation model was developed as a theoretical framework to explain the observed learning processes and outcomes. Findings The findings reveal asymmetric learning mechanisms within short-term fieldwork experiences. A decline in self-assessed biodiversity understanding reflected increased recognition of scientific complexity, promoting deeper learning. Immersive fieldwork generated immediate emotional connections with nature, whereas ecological values remained comparatively stable. Disorienting dilemmas encountered in the intertidal environment, supported by expert mentors, facilitated the development of scientific skills and strengthened intentions for pro-environmental behaviour. Research limitations/implications This study is limited by its relatively small sample size and focuses on a single short-term programme in Taiwan. Nevertheless, the findings contribute to transformative learning and ESD scholarship by proposing the fieldwork-based cognitive transformation model, which explains how experiential fieldwork promotes cognitive, emotional and behavioural transformation in higher education settings. Practical implications The results suggest that fieldwork-based programmes can effectively enhance citizen science literacy and environmental engagement. Cross-institutional and interdisciplinary collaboration creates authentic scientific practice environments, offering a practical approach for universities seeking to cultivate socially responsible and environmentally conscious graduates. Originality/value This study provides a novel theoretical and empirical contribution by introducing the fieldwork-based cognitive transformation model. It demonstrates how short-term coastal fieldwork can foster transformative learning and citizen science development while highlighting the value of interdisciplinary collaboration as a pathway for advancing sustainability education in higher education.