Written by: Birthe Uhlhorn, BOKU

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Biodiversity Days 2025 – Tackling the Biodiversity Crisis Together | Conference hosted in Vienna, Austria, on 25-28 February 2025 by the BOKU University.

Experiencing, Understanding, and Teaching Biodiversity – A Review of the Biodiversity Days 2025 at BOKU University

How can biodiversity in higher education not only be taught, but also experienced? This question was at the heart of the workshop Integrating Biodiversity and Nature-Based Solutions into Higher Education, held during the Biodiversity Days at BOKU University in Vienna. Together with university educators and experts from various disciplines, the workshop explored educational formats, potentials, and challenges in teaching, and examined how biodiversity and Nature-Based Solutions (NBS) can be more effectively integrated into university curricula.

Together for a New Approach to Teaching – From Knowledge to Action

A central aim of the workshop was to understand university education not merely as the transfer of knowledge, but as a transformative practice. The key insight: If we continue to pass on only existing knowledge and conventional practices, we risk reproducing the status quo – or even exacerbating it. What is needed instead are innovative learning formats that critically address conflicting goals, societal power structures, and possible alternatives.

It was emphasised that equipping students with future-oriented skills is essential – for example, through semi-structured learning formats that support self-organisation without overwhelming learners. Special attention was given to inter- and transdisciplinary teaching approaches, such as those found in Living Labs (the ᴇNᴀBʟS concept) or through field trips to real-world NBS projects. It became clear that biodiversity is not an abstract teaching topic but one with strong social, ecological, and political dimensions – and thus requires learning spaces that foster reflection, exchange, and active participation.

Challenges and Open Questions

In addition to inspiring examples and practice-oriented approaches, several key challenges that accompany the transformation of higher education were addressed. One major issue was how to not only call for interdisciplinarity but to structurally embed it – as many initiatives remain isolated and dependent on the commitment of individuals without proper institutional support.

Another point of discussion was the gap between idealistic academic education and the real-world demands of the job market, particularly in the private sector. How can we empower students to remain true to their values and sustainability knowledge while remaining capable of action? Finally, the question arose of how projects and educational initiatives can continue after the end of funding periods – whether through viable business models, new partnerships, or integration into existing institutional structures. These questions underscore the need for transformation not only in content, but also in institutional innovation.

Conclusion: More Than Teaching – A Learning Process for All

Teaching biodiversity and NBS is not a one-way transfer of knowledge, but a collective learning process. The BOKU team thanks all participants for their openness, insights, and ideas – and looks forward to the next steps toward a biodiversity-oriented university education!