Climate Change Alliance of Botanic Gardens

In the coming years, plant species in botanic gardens and urban landscapes will likely confront conditions they have never experienced before. The lessons learned in the context of a botanic garden are applicable to landscapes beyond their own garden gate. Collaboration between botanic gardens across the globe is essential in understanding how plants will grow and survive in a warming climate.

Moth Tracker

While Bogong Moth numbers have increased since the collapse of 2017 and 2018 due to the devastating drought across south-eastern Australia, their numbers remain dangerously low. They have failed to return to some long-term survey sites. While the La Niña weather pattern assisted numbers in 2022-2023, numbers in 2023-2024 were lower and grave concerns are held for future years under a changing climate.

Systems Thinking

Despite the advances made in modelling, translating ‘climate change’ into weather change remains a major challenge for Earth System sciences. How can we build new wind farms if we don’t know where strong, consistent winds will be in the future? How can we make informed decisions about new water catchment and storage infrastructure without more accurate and precise data about future rainfall frequency and intensity?

Aiming Higher

Future careers will rely heavily on ‘21st century skills.’ To aim higher for science education, we require a multifaceted approach that addresses the diverse needs of students, integrates relevant content, and provides robust support for teachers. STEM can too often be perceived as “too difficult” or not interesting by students throughout their education if they become disengaged or cannot see its relevance.

Building Scientific Competency in University Education

Australia is in a STEM crisis. The low uptake of science and mathematics subjects by school students, and dwindling interest in STEM-related tertiary courses, has led to chronic shortages of skilled STEM professionals at a time when these subjects are playing greater roles in our lives, and economies. So what reforms are needed to build scientific competency at a tertiary level?