The Teaching Knowledge Mobilized in the Inclusion of Ocean Culture in the School: a Metasynthesis

Abstract

This study aimed to investigate how teachers' knowledge can be articulated to promote ocean culture in basic education. The research was guided by the search for answers to the following questions: What teaching knowledge is mobilized in teachers' decisions when working with ocean culture? And what challenges, as reported in the literature, do teachers face when teaching ocean culture in schools? The study employed a qualitative approach, incorporating a systematic review of literature through meta-synthesis. Twelve articles published during the Ocean Decade (2021–2025) were selected from Google Scholar and Semantic Scholar. The analysis identified factors that hinder the inclusion of ocean culture in schools: insufficient teacher training, the absence of curriculum guidelines, and teacher insecurity in practice. The dialogue between professional training, disciplinary, curricular, and experiential knowledge, synthesized into plural and dynamic teaching knowledge, is fundamental for a critical and transformative education.