This article examines teachers’ experiences in implementing a pedagogical model designed to promote ocean citizenship in primary education. Conducted during the 2021/2022 school year, the study involved 23 teachers from 10 Portuguese public schools who applied the model through citizen science and coastal monitoring activities. The results highlight the model’s effectiveness in fostering ocean citizenship by enhancing teachers’ pedagogical practices, strengthening interdisciplinary approaches, and raising environmental awareness among students. Teachers reported improved motivation, engagement, and critical thinking skills while addressing real-world marine conservation issues. However, the study also highlighted challenges such as transportation and resource constraints, difficulties in curriculum integration for 6th-grade students, and limited community activism initiatives. To address these challenges and enhance the model’s effectiveness, recommendations include reducing field trips, forming local partnerships, and adapting the model for different educational levels. Additionally, incorporating quantitative assessments in future research is recommended to evaluate broader impacts on teacher practices and student outcomes. The study underscores the model’s potential to embed ocean citizenship in school curricula, aligning with global initiatives like the Decade of Ocean Science and the 2030 Agenda, offering a scalable framework to advance ocean literacy worldwide.

This article evaluates the implementation of the pedagogical model by Schio and Reis (2024), aimed at promoting ocean citizenship within basic education. The evaluation is based on a pilot project from the 2021/2022 school year, which involved 543 students, aged 10 to 11, from 10 Blue Schools located along the Portuguese coast. This paper reports on phases 3 and 4 of the Design-Based Research cycle, corresponding to the implementation and evaluation phases of the pedagogical model. Preliminary results allowed us to verify the emergence of new knowledge, skills, values, critical thinking and attitudes, reflecting the development of ocean citizenship competencies among students. These outcomes affirm the model’s applicability and its potential to seamlessly integrate ocean citizenship into the basic education curriculum. However, it was observed that the activism dimension requires additional emphasis. Further testing in diverse educational settings is crucial to refine the model, adjust to local nuances and maximise its impact on nurturing future generations committed to ocean sustainability.