Aquatic animals are diverse in terms of species, but also in terms of production systems, the people involved, and the benefits achieved. In this concept piece, we draw on literature to outline how the diversity of aquatic animals, their production, and their consumption all influence their impact within the food system. Built on evidence from an array of reductionist and non-reductionist literature, we suggest that food systems researchers and policymakers adapt current methods and theoretical frameworks to appropriately contextualise aquatic animals in broader food systems. We do this through combining current understandings of food systems theory, value chain, livelihoods, nutritional outcomes, and planetary boundaries thinking. We make several claims around understanding the role of aquatic animals in terms of nutritional output and environmental impacts. We suggest a need to consider: (1) the diversity of species and production methods; (2) variable definitions of an “edible yield”; (3) circular economy principles and the impacts of co-products, and effects beyond nutrient provision; (4) role of aquatic animals in the overall diet; (5) contextual effects of preservation, preparation, cooking, and consumer choices; (6) globalised nature of aquatic animal trade across the value chain; and (7) that aquatic animals are produced from a continuum, rather than a dichotomy, of aquaculture or fisheries. We conclude by proposing a new framework that involves cohesive interdisciplinary discussions around aquatic animal foods and their role in the broader food system.

The purpose of this study was to evaluate whether educators and students in the aquaculture and fisheries sector might use and benefit from Open Educational Resources (OERs). The use of OERs has the potential to increase teaching efficiency, increase quality of teaching, and reduce economic and geographic barriers to education. The main barriers to use are academic competition between institutions and educators, low awareness and availability of OERs and copyright policies, mistrust in OER quality, and technological limitations around adaptation and sharing. This study used online questionnaires of students and educators in aquaculture and fisheries subjects to examine perspectives and opinions on OERs and other online educational resources. Questionnaire data showed that a demand for OERs exists from both educators and students, who already utilize online materials for learning and teaching. Furthermore, students were more likely to enroll and respect institutions that offered OERs but were not willing to pay higher tuition fees. Despite the demand, little OER material exists for higher education in the aquaculture and fisheries sector, mainly due to lack of awareness, institutional support, and technological structure, which are common barriers found in other sectors. This paper concludes that OER initiatives associated with higher education institutions in aquaculture and fisheries subjects have the potential, in theory, to support the enhancement of a skilled workforce that will meet the increasing global demand for seafood production.

Aquaculture and tourism can both be important industries for economic development, particularly in isolated geographies endowed with natural beauty. However, spatial conflict can arise, particularly along scenic coastlines, such as that in Oban, Scotland. This area is notable for the frequent overlap between marine tours and cage culture sites, with tours passing by or near these aquaculture locations. This study aims to understand whether tourists who encounter aquaculture operations during these tours have positive attitudes toward aquaculture–tourism integration, which refers to the favourable perception and acceptance of the coexistence of aquaculture and tourism activities, and whether this exposure influences their intention to consume locally farmed aquatic products. A face-to-face survey was conducted to recruit 200 tourists who experienced marine tours in Oban, Scotland. Hierarchical cluster analysis identified three types of tourists based on tourism motivation: (1) Multiple motivations, (2) “Relaxers”, and (3) “Outgoing nature enthusiasts”. Among the three tourist segments, the “Relaxers” were particularly unfamiliar with the concept of farming aquatic food. In general, the majority of tourists were positive about being exposed to aquaculture during marine tours. The results of the structural equation modelling analysis indicated that attitudes towards being exposed to aquaculture during marine tours mediate the relationship between attitudes towards aquaculture and the intention to eat locally farmed aquatic food. Motivational tourism factors, socialisation, and learning positively and significantly influenced attitudes towards being exposed to aquaculture during marine tours. Compared to age, gender, education, income, and travel frequency, only tourists’ dietary patterns significantly influenced behavioural intention. The findings suggest that aquaculture might serve as a potential site for social knowledge exchange, which might be crucial not only for tourism to be successful but also for promoting aquaculture’s social acceptability. The results can be used to inform policymakers, marketers, and aquaculture/tourism practitioners to promote sustainable aquaculture tourism in Scotland or similar sites where tourism and aquaculture coexist.

Many initiatives are developing Open Educational Resources (OERs) in a variety of sectors because they have the potential to increase access to education and knowledge. Investment is a limiting factor for many of these initiatives. Future OER initiatives in the aquaculture community, such as the development of the AquaCase 3.0 website, will need to address this limitation by establishing a sustainable financial model. One way to do this is by relying on volunteer content creation. This study examined whether educators and students in the aquaculture community already contribute their materials, and if they would be willing to voluntarily contribute their materials in the future. Responses to online questionnaires of students and educators in the aquaculture community suggested that, although respondents currently have low creation to usage ratios, respondents would be willing to contribute their materials voluntarily for altruistic and promotional reasons, which would reduce the costs of such an initiative. In order for this to happen, institutions must support Open Resource Practices (ORPs) among their educator and student base through revised copyright policies. Governments may wish to incentivize institutions to encourage OER contribution by providing funding based on OER development.