Climate change becoming main driver of global biodiversity declines – The Wildlife Society
Climate change becoming main driver of global biodiversity declines The Wildlife Society
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Land-use Change and Climate Change: Drivers of Biodiversity Decline
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Land-use change historically has been the main factor
Land-use change has historically been the biggest driver of biodiversity decline, but researchers found that it may be overtaken by climate change by the middle of the century.
In a study published in Science, scientists estimated that global biodiversity declined by 2 to 11%, largely due to land-use changes. Land-use policies could reduce those declines in the future, they found, but “negative impacts on biodiversity due to climate change appear poised to increase.”
“We found that climate change poses an imminent threat to biodiversity and ecosystem services. While land-use change has historically been a significant factor, our findings indicate that climate change could overtake it as the primary driver of biodiversity loss by mid-century,” explains study coauthor David Leclère, a researcher in the International Institute for Applied Systems Analysis Integrated Biosphere Futures Research Group.
Header Image: The International Space Station looks down over the transformed landscapes of central Europe. Credit: Alexander Gerst
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 15: Life on Land | Target 15.1: By 2020, ensure the conservation, restoration, and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains, and drylands, in line with obligations under international agreements. | Indicator 15.1.1: Forest area as a proportion of total land area |
| SDG 13: Climate Action | Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning. | Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning into primary, secondary, and tertiary curricula |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 15: Life on Land
The article discusses the decline in biodiversity due to land-use changes and climate change. SDG 15 specifically focuses on protecting and restoring terrestrial ecosystems and biodiversity.
SDG 13: Climate Action
The article highlights the increasing threat of climate change to biodiversity. SDG 13 aims to take urgent action to combat climate change and its impacts.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 15.1: By 2020, ensure the conservation, restoration, and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains, and drylands, in line with obligations under international agreements.
The article emphasizes the importance of land-use policies in reducing biodiversity declines. Target 15.1 focuses on conserving and restoring terrestrial ecosystems, including forests and wetlands.
Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
The article highlights the need to address climate change as a primary driver of biodiversity loss. Target 13.3 aims to enhance education and awareness on climate change mitigation and adaptation.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Indicator 15.1.1: Forest area as a proportion of total land area
The article mentions land-use changes as a significant factor in biodiversity decline. Indicator 15.1.1 measures the proportion of forest area as a part of the total land area, which can indicate progress in conserving and restoring terrestrial ecosystems.
Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning into primary, secondary, and tertiary curricula
The article emphasizes the need for education and awareness on climate change mitigation and adaptation. Indicator 13.3.1 measures the number of countries that have integrated climate change topics into their educational curricula.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 15: Life on Land | Target 15.1: By 2020, ensure the conservation, restoration, and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains, and drylands, in line with obligations under international agreements. | Indicator 15.1.1: Forest area as a proportion of total land area |
| SDG 13: Climate Action | Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning. | Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning into primary, secondary, and tertiary curricula |
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Fuente: wildlife.org
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