Milliken, Sarah ORCID: https://orcid.org/0000-0001-7151-8753, Ovca, Andrej, Villarroel, Morris, Gartmann, Florentina, Antenen, Nadine, Griessler Bulc, Tjasa, Kotzen, Benzion ORCID: https://orcid.org/0000-0003-3522-0460 and Junge, Ranka (2022) Lessons learned from introducing aquaponics to higher education curricula. In: Vasconcelos, Clara and Calheiros, Cristina, (eds.) Enhancing Environmental Education Through Nature-Based Solutions. Integrated Science (4). Springer Nature, Cham, Switzerland, pp. 153-181. ISBN 978-3-030-91842-2 (doi:10.1007/978-3-030-91843-9_11)

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Abstract

Aquaponics is an innovative and sustainable food production technology which has the potential to make a significant contribution to 21st century food systems, especially if there is an adequately trained workforce. In this chapter we review the efforts of an international consortium to develop a curriculum for teaching the basics of aquaponics to final year undergraduates and Masters students. As a nature-based solution which addresses a number of socio-environmental challenges, including food and water security, water pollution, human health, and climate change, aquaponics combines aquaculture and horticulture in an ecologically balanced closed-loop system. Teaching aquaponics promotes ecological literacy among students, thereby enabling future professionals of various careers whose activities are affected by – and have consequences for – environmental issues, and provides a pathway for introducing the concepts of sustainable development and the circular economy to higher education curricula.

Item Type:	Book Section
Uncontrolled Keywords:	aquaculture; hydroponics; blended learning; Moodle; sustainable development; circular economy
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Faculty of Liberal Arts & Sciences Faculty of Liberal Arts & Sciences > Integrated Nature & Technology Research Group (INTENT)
Related URLs:	Publisher Publisher
Last Modified:	16 Feb 2022 11:05
URI:	http://gala.gre.ac.uk/id/eprint/35193

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