ABSTRACT The decline of Earth’s biodiversity highlights the crucial role of knowledge about species in understanding ecological interdependencies and supporting conservation efforts. This study assessed bird species identification skills among 1752 students (46.4% boys, 51.9% girls, 1.1% diverse) in grades 4–12 from different school types, focusing on 30 species. Demographic and individual factors were examined for their impact on bird species identification. Comparative analyses with a 2005 dataset reveal a significant 37.75% decrease in students’ ability to correctly name birds at the species level. The average identification score was 6.84 (SD = 4.10) out of 30. Most students were only able to classify birds at the taxonomic level of family or order, but not at the species level. Factors such as age, school type, garden stay, distance to green space, interest in birds, perception of birds, and animal-related activities significantly influenced bird species identification. The study reveals a decline in bird species identification skills across all school types, particularly in schools of the highest stratification level, which nowadays have lower identification scores than medium stratification schools in 2005. The implications for educational institutions, particularly in the context of Education for Sustainable Development, emphasise the need for reevaluating curriculum and teaching methods.
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