Bridging Biocultural Conservation and Education: An Integrated Pedagogical Framework in a Museum Setting

Abstract

Conservation science education often emphasizes decontextualized technical knowledge, leaving graduates ill-prepared for real-world situations where ecological needs intersect with culture, social values, and policy. This paper presents an integrated pedagogical framework designed for conceptual and practical application in biocultural conservation education that repositions a cultural heritage museum as a dynamic learning environment for biocultural conservation training. Using the Hainan Intangible Cultural Heritage Museum and traditional bark cloth production from Antiaris toxicaria as a case, the museum is treated as a living laboratory that combines material authenticity, cultural context, and engagement with indigenous knowledge holders. Grounded in experiential, place-based, and transformative learning theories, the scaffolded curriculum progresses from ethnobotanical knowledge comparison and sustainable resource management to interdisciplinary policy synthesis and innovation. Through artifact-based learning, workshops with substitute materials, case discussions, and mentored research, the framework promotes respect and balance between conservation objectives and traditional resource use. It cultivates boundary-crossing competence and hybrid technical-ethical skills, demonstrating how museums can serve as hubs for culturally responsive and equitable conservation education within an interdisciplinary and replicable model.