This paper analyses and compares a set of case studies on ecosystem services (ES) mapping and assessment with the purpose of formulating lessons learned and recommendations. Fourteen case studies were selected during the EU Horizon 2020 “Coordination and Support Action” ESMERALDA to represent different policy- and decision-making processes throughout the European Union, across a wide range of themes, biomes and scales. The analysis is based on a framework that addresses the key steps of an ES mapping and assessment process, namely policy questions, stakeholder identification and involvement, application of mapping and assessment methods, dissemination and communication and implementation. The analysis revealed that most case studies were policy-orientated or gave explicit suggestions for policy implementation in different contexts, including urban, rural and natural areas. Amongst the findings, the importance of starting stakeholder engagement early in the process was confirmed in order to generate interest and confidence in the project and to increase their willingness to cooperate. Concerning mapping and assessment methods, it was found that the integration of methods and results is essential for providing a comprehensive overview from different perspectives (e.g. social, economic). Finally, lessons learned for effective implementation of ES mapping and assessment results are presented and discussed. Graphical Abstarcat in Fig. 1.

Insect pollinators provide vital ecosystem services through its maintenance of plant biological diversity and its role in food production. Indeed, adequate pollination services can increase the production and quality of fruit and vegetable crops. This service is currently challenged by land use intensification and expanding human population growth. Hence, this study aims: (1) to assess the pollination services in different land uses with different levels of disturbance through GIS mapping technique using insect pollinators abundance and richness as indicators, and (2) estimate the economic value of pollination by insects in agricultural crops. Our study takes place in a small oceanic island, Terceira (Azores, Portugal). Our results showed, remarkably, that not only the pristine vegetation areas, but also the orchards and agricultural areas have relatively high values of pollination services, even though both land uses have opposite disturbance levels. For the economic valuation, we analyzed 24 crops in the island and found that 18 depend on pollinators with one-third of these crops having 65% or 95% dependence on pollinators. The economic contribution of pollinators totals 36.2% of the total mean annual agricultural income of the dependent crops, highlighting the importance of insect pollinators in agricultural production and consequent economic gain productions.

We report 18 species of wild bees plus the domesticated honeybee from the Azores, which adds nine species to earlier lists. One species, Hylaeus azorae, seems to be a single island endemic, and three species are possibly native (Colletes eous, Halictus villosulus, and Hylaeus pictipes). All the remaining bee species are most likely accidental introductions that arrived after human colonization of the archipelago in the 15th century. Bee diversity in the Azores is similar to bee diversity of Madeira and Cape Verde but nearly ten times lower than it is in the Canary Islands. We report 18 species of wild bees plus the domesticated honeybee from the Azores, which adds nine species to earlier lists. One species, Hylaeus azorae, seems to be a single island endemic, and three species are possibly native (Colletes eous, Halictus villosulus, and Hylaeus pictipes). All the remaining bee species are most likely accidental introductions that arrived after human colonization of the archipelago in the 15th century. Bee diversity in the Azores is similar to bee diversity of Madeira and Cape Verde but nearly ten times lower than it is in the Canary Islands.

Direct contact with nature is paramount in deepening children’s and teenagers’ interest in biodiversity. Learning materials chosen to convey information and engage participants during outings in nature-rich environments are varied and can support rich learning experiences. For this purpose, learning materials can be acquired "off-the-shelf" or developed for site-specific locations or projects. However, there is little guidance on potential techniques for those wishing to generate contextually relevant materials. With the view of responding to this challenge, we propose the cultural probes technique. We demonstrate that the technique, commonly used in qualitative research to generate novel insights in conversation with participants, can instigate innovative and thoughtful approaches to materials designed for children and teenagers to explore nature. We present a toolkit that draws on the literature on cultural probes, inquiry-based learning, and the value of sensory, emotional, and aesthetic experiences in environmental education for structuring interactions with participants. To test our approach, we applied a descriptive research design and mixed-methods approach for collecting questions from youths between the ages of 10 and 18, inspired by a nature walk and a set of exploratory tasks executed through the toolkit. Specifically, we tested our toolkit along a trail in the Nature Park of Terceira, situated in the Azores, a Portuguese volcanic archipelago in the North Atlantic. Here, we present and reflect on the data collected during one visit organized over two days with two groups of participants and one post-trail activity directed at both groups. Results demonstrate that the open-ended and playful nature of cultural probes offers a novel way to engage youths with nature-rich environments through questioning. This contribution further highlights the potential of cultural probes for instigating encounters that tap into the value of sensory, emotional, and aesthetic experience in nature, with positive outcomes for participants.

Summary: Biodiversity loss is a complex issue and a risk that education cannot overlook. Teachers play a crucial role in how biodiversity, and in particular local biodiversity, is understood. To provide insight into how to improve communication on the subject, we investigate teachers’ perspectives and social representations regarding biodiversity, their fluency in terms of Internet use, their familiarity with biodiversity web portals and perceived pedagogical usefulness of technology. A sample of 243 K–12 schoolteachers of multiple scientific domains from eight Azorean islands answered an online survey, including three free-word association tests using inductive terms such as ‘Internet’, ‘biodiversity’ and ‘familiar biodiversity portals’. Overall, the schoolteachers failed to incorporate the multidimensionality of the biodiversity concept (including natural science teachers) or to show technological fluency, and they tended not to use biodiversity web portals as tools to engage students in teaching activities. Our results indicate that teachers’ perspectives about biodiversity need to be broadened and improved and that it is worth exploring whether information and communication technology represents a window of opportunity to do so. As an example, biodiversity web portals, which are widely recognized as trustworthy information repositories, may be used to engage teachers in this endeavour.