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The themes of natural heritage and ecosystem services were preferred by stakeholders representing municipal and regional governments, with an even split between municipal and regional government stakeholders for natural heritage, and a predominance (75%) of stakeholders representing municipal government for the ecosystem services vision. We found that individual stakeholder values during the COVID-19 pandemic remained stable compared to the pre-pandemic period, with values being re-affirmed in some cases. Implications for protected area management and future directions Our study demonstrated that stakeholder values underlying protected area visions can be relatively resistant to change, even in the face of wildcard events such as a pandemic. Exploring vision stability Stakeholders had divergent views about the perceived effect of the COVID-19 pandemic on individual landscape values, with 29% of stakeholders in agreement (including strong agreement) that values had changed since the outbreak of the pandemic in Spain, and 33% in disagreement (including strong disagreement), and 38% indifferent to whether or not their values had changed (Figure 5). Stakeholders who agreed that management pathways to achieve visions changed as a result of the pandemic noted that it provided an opportunity to observe the natural recovery of ecosystems from anthropogenic impacts, and to influence future management based on these observations: ' I COVID-19 is a specific situation that can last for a few years, but the change will not be permanent. [Extracted from the article]

Young adults today will be at the forefront of future biodiversity actions and decision‐making, making it vital to understand their attitudes towards engagement in environmental initiatives. An online survey of 286 New Zealand young adults (age 18–25 years) revealed an awareness of relevant conservation issues and positive attitudes towards a range of conservation actions. However, only 25% belonged to more formal environmental groups. This low level of engagement demonstrated the need for adopting different modes of environmental engagement from those used currently. Conservationists need to develop ways to capitalise on this latent interest and translate it into more active engagement. [ABSTRACT FROM AUTHOR]

Recently, the chemistry education community has focused considerable effort on incorporating systems thinking into chemistry education as a means to address global challenges such as sustainability. In this project, a series of exploratory workshops was held with secondary educators (N = 12) and tertiary educators and researchers (N = 16), introducing the participants to systems thinking in chemistry education (STICE). Following the workshops, small group semi-structured interviews were conducted to obtain deeper insight into how participants perceived systems thinking in relation to their teaching and research practice. Inductive analysis identified five major themes shared across both cohorts, relating to the perceived affordances and challenges of implementing systems thinking in chemistry education. The paper discusses these themes in relation to curriculum reform efforts, specifically with respect to pre-conditions needed for successful implementation in order to achieve the benefits of systems thinking in the classroom. We propose a possible pathway to realise these advantages. [ABSTRACT FROM AUTHOR]