Towards biocultural approaches to environmental education—Evidence from Madagascar

Abstract Environmental education projects are commonly used by conservation organizations to improve the relations between humans and nature. However, these education projects often overlook local cultural realities. Biocultural approaches offer an alternative lens on the need to decolonize epistemologies to foster more inclusive, contextualized, and relational environmental education. In this research, we examine the extent to which biocultural approaches can enable, strengthen, and facilitate the decolonialisation of environmental education. To do so, we propose four themes that define biocultural approaches to environmental education: place‐based learning approaches, local realities, biocultural relations, and inclusive conservation. Through this analytical framework, and drawing on questionnaires and interviews, we examine 61 non‐formal environmental education projects across Madagascar. Madagascar offers a unique context due to its high levels of both biological and cultural diversity as well as its colonial legacies. Our results illustrate a diversity of learning tools and pedagogical approaches that recognize the interlinkages between cultural and biological diversity. Yet, ongoing challenges remain, particularly in contexts in which cultural and biological objectives are misaligned. We reflect on current limitations and future opportunities, and we provide examples and recommendations to design education projects that support and strengthen Madagascar's biocultural heritage. This research adds to ongoing calls to decolonise environmental education.