Species literacy in biology education: A systematic review of concept and dimensions

Source abstract

Given that biology education acts as a key strategy for reducing global biodiversity loss, species literacy (SL) is an essential foundation for conservation and mitigating species extinction. However, SL has not yet been clearly defined and explored to capture its precise dimensions. This systematic literature review (SLR) provided a comprehensive understanding of the conceptual framework and mapping of several dimensions of SL. This SLR used the preferred reporting items for systematic reviews and meta-analyses diagram for inclusion and exclusion criteria and considered articles that met the criteria for further analysis. Of the 619 articles collected, a total of 26 articles were included in this study. According to the SLR results, the concept of SL refers to multidimensional competency that include scientific understanding of species taxonomy and ecology, awareness, and commitment to actualize knowledge into real and sustainable species conservation actions. SL consisted of eight dimensions, including: conceptual knowledge, species diversity and taxonomy, ecology of species, species interest, attitudes towards species, conservation behavior towards species, species identification skills, and species conservation practices. These findings highlighted that SL serves as a potential variable for further exploration in biology education, particularly for strengthening learning and measuring achievements in the biodiversity field.