Despite growing calls for inclusion in STEM, field and lab-based ecology courses continue to marginalize students with disabilities, neurodivergence, and other minoritized identities. While institutional equity policies offer broad principles, they often lack the disciplinary specificity required to remove barriers embedded in ecological teaching environments. We present an inclusive teaching toolkit developed for ecology educators, co-designed with students and grounded in Universal Design for Learning (UDL). The toolkit translates high-level inclusion frameworks into discipline-specific strategies for laboratory, field, and tutorial settings—addressing sensory accessibility, communication, group dynamics, assessment flexibility, and digital design. Importantly, strategies developed to support neurodivergent students—such as flexible assessments, sensory-friendly environments, and clear, multimodal communication—have been shown to improve learning, motivation, and wellbeing for all students. By embedding these inclusive practices into everyday teaching, this resource supports a shift in ecology education from content delivery toward creating environments where every student can belong and succeed.

Artificial Intelligence is challenging how we design, implement and assess learning experiences and is set to reshape the way we plan and assess field experiences. This presentation provides an account of the before and after re-structuring of an intensive field experience. This and other field experiences have been present as a compulsory part of the curriculum since late last century at a major research-intensive metropolitan university. Quietly but powerfully, it has long been recognised as a keystone ecological experience, creating rich memories and often marking the beginning of research-rich careers for both students and staff. As we adapt to emerging technologies such as Artificial Intelligence and changing educational resources and ecosystems, we need to ask: What core experiences and assessment of field experiences must remain intact, and what aspects must evolve? How can we ensure that we preserve the transformative nature of fieldwork, which has been a turning point in the academic and professional journeys of hundreds of ecological students and yet still assure learning outcomes in rigorous and valid ways? A key area of concern is the development of evaluative judgements, analysis and writing. As AI reshapes the field of ecology – how will AI reshape the learning of ecology in field experiences. This presentation will offer possible solutions to the challenges posed by AI in assessing field experiences, aiming to set a future pathway and safeguard critical and core curriculum opportunities.

Transformative learning experiences are critical in preparing the next generation of ecologists to navigate the complexity of conservation challenges. In this presentation, we share our experience of a partnership between a university science program and National Parks and Wildlife staff to co-design and deliver immersive field workshops. Delivered onsite in NSW national parks, these workshops provide students with authentic, place-based learning opportunities grounded in the real-world practice of ecological monitoring and threatened species management.

During the workshops, students gain hands-on experience with techniques used by park staff to survey and monitor threatened species. Importantly, students work directly alongside rangers, ecologists, and field officers, engaging in structured conversations about land management strategies, cultural values, and policy contexts that influence decisions about threatened species and ecosystem protection. These interactions foster professional relationships and expose students to diverse career pathways in conservation science, land management, and government service.

Feedback from participants highlights the power of these field experiences to build confidence, skills, and motivation. Students report a greater understanding of the practical realities and ethical dimensions of ecological work, as well as a deeper connection to place and community. For many, these experiences shift career aspirations and solidify their identity as future conservation professionals.

By embedding learning in the wild and forging strong partnerships with practitioners, this program exemplifies how experiential, collaborative education can enrich university curricula and contribute to developing work-ready, reflective ecologists. We conclude with reflections on the logistical and pedagogical considerations of delivering field programs in partnership with land management agencies, and suggest principles for scaling similar initiatives in other contexts.

This presentation showcases Mozzie Month, a field-based citizen science initiative designed to connect school students with ecological processes through hands-on, outdoor learning experiences. Delivered by the Learning by Doing team in collaboration with the University of South Australia, Mozzie Month engaged primary and secondary students across New South Wales in immersive exploration of mosquito ecology, environmental health, and biodiversity.

Over eight weeks, primary and secondary students participated in active data collection using mosquito traps provided by the program, supported by field guides, identification resources, and classroom visits from scientists. Students investigated the role of mosquitoes within their local ecosystems, learning about species diversity, ecological functions, and their connection to public health. Using platforms like iNaturalist, students contributed real-time observations while also exploring historical datasets on mosquito distributions in Australia.

Classroom visits brought authentic science experiences directly to students—enabling them to examine live mosquito larvae, study specimens under magnifiers, and understand ecological interactions firsthand. Teachers reported enhanced engagement and curriculum alignment, with one noting how the program “linked outdoor learning to the curriculum, providing authentic, real-world experiences for students.”

This case study reflects the transformative potential of embedding citizen science within school programs to foster ecological literacy, critical thinking, and community connection to local environments. It also highlights practical challenges, including logistical coordination and balancing curriculum priorities. Mozzie Month demonstrates how authentic, field-based learning can catalyse scientific curiosity and inspire the next generation of ecologists and environmental scientists—making conservation action accessible within everyday school environments, and equipping students with skills that are translatable to their backyards, neighbourhood parks, and observations during bush walks.

TERN Australia's vision is to bridge the gap between complex ecosystem science and diverse educational communities through designing accessible learning pathways that move beyond traditional science communication.
Here we will showcase three recent education and outreach projects that TERN Australia has championed that aim to break down barriers to scientific understanding.
Our recently released education strategy targets three key user groups: learners, educators, and end-users, across beginner, intermediate, and advanced knowledge levels. The TERN Education Strategy establishes a comprehensive framework through modular, self-paced educational resources. The strategy aims to equip next-generation ecologists, the public and decision makers to address the "wicked problems" of climate change and biodiversity loss by fostering adaptive, innovative societies capable of responding to environmental challenges.
Complementing this educational foundation, TERN Australia has partnered with the Forest Art Intelligence project led by digital artist Dr Keith Armstrong from QUT. This initiative is based around a grassy woodland regeneration program at the TERN Samford SuperSite. By drawing upon rigorous ecological expertise, the project is developing digital artworks that highlight the rich stories of that regenerative process - with the aim of breaking down barriers to scientific accessibility and engagement through alternative visual pathways for the audience. By leveraging such creative outputs, the project demonstrates how experimental arts research can serve as a powerful conduit for environmental science communication.
The Engaging Science Trail at the same Samford site exemplifies these principles in practice through an interactive discovery experience featuring QR codes, data visualisations, and expert-guided exploration. This permanent installation showcases research infrastructure while providing hands-on learning opportunities for diverse audiences including students, citizen scientists, and the public.
Together, these initiatives demonstrate TERN's commitment to democratising ecological science through innovative pedagogical approaches that honour Traditional Knowledge systems, embrace creative collaboration, and provide pathways for community engagement with Australia's environmental research.

Bushland reserves in urban areas are usually overlooked for conservation research because they are often small with modified landscapes. Here, we provide a case study of an urban reserve in Perth, Western Australia, that highlights the rich opportunity of such reserves for research and education. In 2013, a total of 46 quenda were translocated into Craigie Bushland, a 42-hectare, predator proof exclosure in northern Perth containing regionally significant Banksia and Tuart woodland. Post-release monitoring of the quenda population has been undertaken continuously over twelve years to ensure population persistence and to investigate the ecological impact of reintroducing an ecosystem engineer. The reserve is easily accessible, being in metropolitan Perth, and this has allowed over 800 university students to participate in quenda trapping and studies of vegetation, fire, soil, and population genetics, thereby gaining practical experience and contributing valuable data to local government managers. A close partnership with the local government managers has also allowed us to present our research at many community events. With fewer opportunities to run remote fieldtrips for students, urban reserves deserve greater attention for ecological education and research.

Science communication tools—such as blogs, podcasts, visual media, and dynamic presentations—offer powerful ways to extend student learning beyond the classroom. I explore how these formats can reinforce key concepts, spark curiosity, encourage critical thinking, and support diverse learning needs. By adapting strategies from my career as a science communicator, I aim to make complex topics more approachable and create lasting connections between students and scientific ideas, both inside and outside the classroom.

Yookamurra Wildlife Sanctuary offers education experiences to primary, secondary, and tertiary students. We have developed a number of projects that allow students to examine various aspects of the natural world at a fenced exclosure where native species (including numbats, bilbies, and bettongs) have been reintroduced.

I will outline the successes, failures, and best practices that we have developed, and our hopes for further education opportunities amongst a growing number of aspiring ecologists at all stages of schooling.

I believe a short talk is sufficient to outline these findings ahead of the synthesis and panel discussion during the symposium.