ILTER members collectively carry out a wide range of educational activities, in the field, laboratory and classroom. Their sites and the databases they develop create a number of unique educational opportunities for enhancing ecological and socio-ecological literacy.

These unique aspects include:

  • The ability to monitor long-term patterns and phenomena
  • The ability to analyze and synthesize the data collected at different stations
  • The ability to undertake learning relating to large-scale processes typical of most of the systems on Earth
  • The accumulation of data from different systems and over time by different educational communities enables the development of unique mutual relationships.
  • The potential for interdisciplinary and multidisciplinary generalization is more similar to the context of problem solving in the real world. 

Moreover, through long-term climatic and ecological monitoring and cooperation between students collecting data and researching their environment at different sites, these students extend their understanding of ecosystem and socio-ecosystem analysis and its various dimensions, in particular space and time.

Previous studies examining the integration of students in long-term research have shown that these students’ benefits include learning about scientific methods, developing field experiments, appreciating the value and limitations of long-term field experiments, identifying biotic and abiotic interactions in the system, and integrating the data and results in their holistic understanding of the system.