Under-Resourced Learning Programs Imperil Active Stewardship of Alaska’s Marine Systems for Food Security

John Fraser (), Rosemary Aviste, Megan Harwell and Jin Liu
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John Fraser: Alaska SeaLife Center, 301 Railway Ave, Seward, AK 99664, USA
Rosemary Aviste: Alaska SeaLife Center, 301 Railway Ave, Seward, AK 99664, USA
Megan Harwell: Alaska SeaLife Center, 301 Railway Ave, Seward, AK 99664, USA
Jin Liu: Alaska SeaLife Center, 301 Railway Ave, Seward, AK 99664, USA

Sustainability, 2025, vol. 17, issue 14, 1-18

Abstract: The future of marine sustainability depends on public understanding and trust in the policy recommendations that emerge from scientific research. For common pool marine resource decisions made by the people who depend on these resources for their food, employment, and economic future, understanding the current status of these marine systems and change is essential to ensure these resources will persist into the future. As such, the informal learning infrastructure is essential to increasing marine science literacy in a changing world. This mixed-methods research study analyzed the distribution and accessibility of marine science education and research across Alaska’s five geographic regions. Using the PRISMA framework, we synthesized data from 198 institutions and analyzed peer-reviewed literature on marine ecosystems to identify geographic and thematic gaps in access to informal science learning and research focus. In parallel, we undertook geospatial analysis and resource availability to describe the distribution of resources, types of informal learning infrastructure present across the state, regional presence, and resources to support informal marine science learning opportunities. Findings from this multifactor research revealed a concentration of resources in urban hubs and a lack of consistent access to learning resources for rural and Indigenous communities. The configurative literature review of 9549 publications identified topical underrepresentation of the Bering Sea and Aleutian Islands, as well as a lack of research on seabirds across all regions. Considered together, these results recommend targeted investments in rural engagement with marine science programming, culturally grounded partnerships, and research diversification. This review concludes that disparities in learning resource support and government-funded priorities in marine wildlife research have created conditions that undermine the local people’s participation in the sustainability of sensitive resources and are likely exacerbating declines driven by rapid change in Arctic and sub-Arctic waters.

Keywords: marine science education; resource accessibility; rural-urban disparities; informal STEM learning; Alaska research infrastructure (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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