Virtual Biological Collections: An Educational Tool for the Multidimensional Understanding of Biodiversity

Biodiversity, or biological diversity, is typically defined as the variety of species (species component) and the genetic variability (genetic component) within organisms, as well as the ecological complexes they inhabit (ecosystem component) [1]. It can also be understood as the sum total of biotic variation, spanning from genes to ecosystems [2]. Moreover, biodiversity provides what are known as ecosystem services. These services, increasingly viewed from an anthropocentric perspective, are defined by the Millennium Ecosystem Assessment [3] as the benefits humans derive from ecosystems, such as forests mitigating floods, coastal systems buffering against sea-level rise, wetlands filtering pollutants, and green spaces reducing stress. Thus, biodiversity is a multifaceted concept that can be explored not only through biological and ecological lenses but also from philosophical, economic, political, sociocultural, and educational dimensions [4].

Biodiversity is currently undergoing a severe crisis, significantly exacerbated over the past 50 years by human activities [2]. This crisis affects genetic diversity, species extinction rates, and ecosystem integrity, with profound implications for human wellbeing [5]. Several factors contribute directly to this alteration, such as those affecting ecosystem processes, including habitat loss, climate change, resource overexploitation, and the introduction of non-native species, the latter being the second leading cause of biodiversity loss globally [6]. It is imperative that humanity adopts a fundamentally different stance towards nature, becoming fully aware of the consequences of its actions and committing to an ethical reorientation in addressing the challenges it has caused or exacerbated. In this regard, education plays a pivotal role, both in the short and long term, by cultivating individuals who are capable of critical and analytical reasoning, and equipping them with the skills necessary for effective communication and autonomous decision-making [7]. Baba Dioum, during the 1968 Assembly of the International Union for the Conservation of Nature and Natural Resources (IUCN), underscored the essential role of education when he famously stated: “In the end, we will conserve only what we love; we will love only what we understand; and we will understand only what we are taught” [8].

In the current global context, the design of educational tools aimed at fostering a multidimensional understanding of biodiversity is crucial. BCs, which hold a vast array of information, are a valuable educational resource with the potential to disseminate knowledge to the broader public [9]. They play a central role in educational activities and can be utilized as didactic resources for the production of educational materials [10], where various competencies, such as observation and specimen manipulation, are developed [11].

While the benefits of BCs are numerous, there are also certain limitations. These include restricted access to BCs, the absence of BCs in many educational institutions, a lack of knowledge among educators regarding the minimum necessary skills to curate and maintain a BC, space and budget constraints, and material deterioration, among others [12]. A possible alternative to overcome these challenges is the implementation of Virtual Biological Collections (VBCs). The digitization of BCs (not only the specimens but also their associated data) and their open access through the internet offer a viable solution to the difficulties of accessing physical BCs.

The use of virtual platforms enables VBCs to support in-person, hybrid, or fully online classes. One of the main advantages provided by the digitization of BCs and the new configurations for accessing digital resources is that VBCs are available anytime and anywhere, thus overcoming spatial and temporal barriers (Figure 1).

https://sketchfab.com/3d-models/rapana-venosa-caracolvenoso- ii-0a08ebbb66f84e34bcf1c6100fb384f5

Rapana venous (Valenciennes, 1846) is a non-native marine species in South America, originally from Southeast Asia. It exhibits large population explosions in low-salinity environments (e.g., estuaries). This species preys on bivalves such as oysters and mussels, negatively affecting their aquaculture. R. venosa is unintentionally transported in the ballast water of ships, which facilitates its invasion into various regions of the world. It was first discovered in South America in 1998 in Uruguay, and in 1999 in the San Borombón Bay estuary, Argentina (35°48´S-57°11´W).

In this study, it can be concluded that CBVs represent a promising educational tool for teaching biodiversity. The potential of CBVs as a didactic resource is evident, although it is still in the developmental stages. Future research will further investigate their application in educational settings and explore how their use can enhance learning outcomes. The continued evaluation and refinement of CBVs could lead to significant advancements in biodiversity education.

To Agustín Ruella from the UFDi (Functional Digitization Unit) of the Museo de La Plata (FCNyM-UNLP), regarding the scanning of bioinvasive mollusk species material.

There is no conflict of interest.

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