Reimagining Training for the Next Generation of Ecologists

Bruno Eleres Soares , Marc W. Cadotte , Marilyn Grell-Brisk, Ana Carolina Prado-Valladares, Helen M. Regan, Carlos Alberto Arnillas, Anni Arponen, Javiera Beatriz Chinga, Mariana C. Chiuffo, Sharon K. Collinge, Roger Cousens, Kadambari Devarajan, Ken Ehrlich, Rebecca W. Kariuki, Heather M. Kharouba, Alexandra-Maria Klein, Tara G. Martin, Andrea Monica D. Ortiz, Florian Schnabel, Gisela C. Stotz, Kristiina Visakorpi, Michael Williams, Marten Winter, Florencia A. Yannelli

Rampant environmental degradation and biodiversity loss underscore an urgent need for ecological knowledge that can directly help address social‑environmental challenges. We argue that improved Earth stewardship needs ecologists to integrate foundational ecological knowledge to contextual understanding, relational practices, and engagement with decision‑making when proposing effective solutions. Unfortunately, current training models prioritize other skills, such as quantitative analyses. This new emphasis is needed for ecologists, as these aspects may shape the questions ecologists ask, the actors they engage with, and the roles they play across the science–policy–practice interface. Building on existing discussions of translational ecology, decision science, intra-, inter‑ and transdisciplinary collaboration, and the ethics of care, we highlight three priorities for reimagining ecological education: developing interdisciplinary and transdisciplinary knowledge; fostering inclusive participation; and orienting ecological training toward transformative societal impact. We translate these priorities into three interconnected educational pillars and illustrate their application through existing programs. By centering values, inclusivity, and real‑world engagement in ecological training, we can equip future ecologists with the skills, commitments, and sense of responsibility needed to contribute to more just and sustainable futures by addressing social-environmental challenges.