Odonata are represented from the Iberian Peninsula by 79 species. However, there exists a significant gap in accessible knowledge about these species, especially regarding their distribution. This data paper describes the specimen-based Odonata data of the Arthropod Collection of the Department of Biología de Organismos y Sistemas (BOS), University of Oviedo, Spain. The specimens were mainly collected from the Iberian Peninsula (98.63% of the data records), especially the northern region. The earliest specimen deposited in the collection dates back to 1950, while the 1980’s and 2000’s are the best-represented time periods. Between 1950 and 2009, 16,604 Odonata specimens were deposited and are documented in the dataset. Approximately 20% of the specimens belong to the families Coenagrionidae and Calopterygidae. Specimens include the holotype and paratypes of the Iberian subspecies Calopteryx haemorrhoidalis asturica Ocharan, 1983 and Sympetrum vulgatum ibericum Ocharan, 1985. The complete dataset is also provided in Darwin Core Archive format.

Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers.

Using bioclimatic belts as habitat and distribution predictors, the present study examines the implications of the potential distributions of the thr

Las innovaciones educativas apoyadas en juegos digitales están proliferando en las aulas de Primaria y Secundaria, generando investigaciones que estudian su efecto en los logros de aprendizaje. Esta revisión analiza 27 experiencias en el campo de la educación en ciencias de la vida, identificando su diseño experimental, rasgos del grupo control, resultados alcanzados y papel del docente como factores claves para valorar su efectividad. La mayoría resaltan el aumento de la motivación, aunque pocas muestran logros significativos en la adquisición de aprendizajes científicos. La integración didáctica de los juegos digitales podría promover la participación en temas sociocientíficos y la inclusión del alumnado con distintas capacidades, aunque se precisan aún investigaciones mixtas que identifiquen el rol docente y el modelo de intervención didáctica más efectivo para cada contexto.