The multi-year initiative known as Bridging Worlds is making waves in the educational landscape, co-led by dedicated researchers from Plymouth Marjon University and the University of Salford, with generous funding from the Kusuma Trust. This innovative project invites students from Plymouth schools to engage in hands-on activities that not only deepen their understanding of wildlife but also empower them to take an active role in environmental conservation.
Engaging Young Minds
Through activities such as wildlife surveys and photography, participants are encouraged to explore their natural surroundings, build virtual habitats, and share their insights on protecting the environment. Feedback from the students has been overwhelmingly positive, with many describing the experience as “transformative,” providing them with a renewed sense of joy in learning.
Dr. Tracy Hayes, Associate Professor of Education at Plymouth Marjon University, emphasizes the project’s core philosophy: “At its heart, Bridging Worlds is about listening to young people—understanding how they learn, what challenges they face, and how creativity and play can help them thrive.” She highlights the importance of incorporating young people’s perspectives, noting that their playful and creative approaches can effectively address serious issues like biodiversity loss.
During their time at Poole Farm, participants engaged in wildlife surveys, designed custom virtual animals, and collaborated to tackle environmental challenges. The project not only valued their thoughts and opinions but also encouraged them to identify rare species and discover new beaver dams, using the knowledge gained while creating conservation projects within the popular game Minecraft.
Harnessing Creativity Through Technology
Dr. Adam Hart, a Lecturer in Music Technology at the University of Salford, shares his enthusiasm for the project’s innovative use of technology: “Minecraft is such an interesting tool for this as it encourages young people to explore and create in a collaborative setting where they can work with friends. Our focus on this project has been very much about harnessing its potential for youth work.”
He notes the fascinating dynamic of watching students transition from engaging with the outdoor world to creating their own digital environments. “While we may have introduced them to the platform and provided the tools, it’s the young people themselves who build the world and make it their own,” he adds.
The insights gained from Bridging Worlds have already made an impact, with findings presented at national conferences and plans for future workshops, podcasts, and toolkits aimed at educators. This initiative not only fosters a deeper connection between young people and their environment but also equips them with the skills and confidence to advocate for a sustainable future.
