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<p>Local ecological knowledge (LEK) about the sustainable use of wild species is essential for ecosystem management and the preservation of biocultural diversity. However, its decline has accelerated worldwide. Using questionnaire surveys targeting schoolchildren (ages 10–12), their families, and teachers or staff in two mountainous communities designated as biosphere reserves in Japan, we aimed to understand how LEK is maintained among children and their stakeholders. We recorded the number of wild edible plants known to be edible (knowledge richness) and those previously collected (experience richness) for each individual. We examined how these measures relate to age, gender, family structure (e.g., living with or near elders), childhood nature experiences, and daily frequencies of collecting or eating wild species. Piecewise structural equation models (SEM) revealed a strong link between knowledge and experience richness, emphasizing the importance of conserving LEK and traditional practices (living knowledge). Among children, proximity to grandparents indirectly increased both knowledge and experience richness by raising the frequency of eating wild edible plants and playing outdoors. This highlights the vital role of vertical transmission of LEK. Our findings underline the importance of experience-based environmental education programs at school for passing on LEK (oblique transmission), particularly for children not living with or near their grandparents. Simultaneous assessment of knowledge and experience provides better insights into conserving and restoring LEK and regional ecosystems.</p>

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Interaction between Knowledge and Experience in Using Wild Edible Plants in Two Biosphere Reserves in Japan

  • 期刊论文

  • 发表日期：

    2025年6月1日

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  • Tomoyo F. Koyanagi,
  • Takuya Furukawa,
  • Toshiya Matsuura,
  • Asuka Koyama

摘要

Local ecological knowledge (LEK) about the sustainable use of wild species is essential for ecosystem management and the preservation of biocultural diversity. However, its decline has accelerated worldwide. Using questionnaire surveys targeting schoolchildren (ages 10–12), their families, and teachers or staff in two mountainous communities designated as biosphere reserves in Japan, we aimed to understand how LEK is maintained among children and their stakeholders. We recorded the number of wild edible plants known to be edible (knowledge richness) and those previously collected (experience richness) for each individual. We examined how these measures relate to age, gender, family structure (e.g., living with or near elders), childhood nature experiences, and daily frequencies of collecting or eating wild species. Piecewise structural equation models (SEM) revealed a strong link between knowledge and experience richness, emphasizing the importance of conserving LEK and traditional practices (living knowledge). Among children, proximity to grandparents indirectly increased both knowledge and experience richness by raising the frequency of eating wild edible plants and playing outdoors. This highlights the vital role of vertical transmission of LEK. Our findings underline the importance of experience-based environmental education programs at school for passing on LEK (oblique transmission), particularly for children not living with or near their grandparents. Simultaneous assessment of knowledge and experience provides better insights into conserving and restoring LEK and regional ecosystems.