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European Academies Science Advisory Council EASAC

Changing wildfires: policy options for a fire-literate and fire-adapted Europe

There is an increased probability of extreme fires, due mainly to climate change (droughts and declining summer precipitation), rural depopulation, and land-use changes. To respond to this, a new European Academies report is calling for an urgent shift in wildfire policy – from reactive fire suppression to proactive, risk-based land management.

Already today, wildfires burn half a million hectares in the EU yearly on average, i.e. nearly twice the size of Luxembourg. While the Mediterranean remains the highest-risk region, the report warns that continental, alpine, and boreal regions must also prepare for a new era of fire. Instead of focussing on fire suppression and emergency response, the report advocates for an integrated EU framework for landscape fire-risk governance that prioritises prevention alongside these three elements: climate and land-use policies that focus on restoring carbon-rich peatlands and managing forests sustainably; integrate fire risk into biodiversity and tree-planting plans; and educate for a fire-resilient society.

The report under the auspices of the European Academies Science Advisory Council (EASAC) was drafted by scientists from across Europe. On behalf of the Swiss Academies of Arts and Sciences, Marco Conedera, forest engineer at the WSL Campus in Cadenazzo, contributed as a reviewer of a draft version.

  • Swiss Young Academy SYA

    Innovative Teaching Formats at the Science-Society Interface: Reflections and Future Directions in Swiss Higher Education

    Science-society dialogue is crucial for addressing pressing societal challenges. One important avenue for strengthening this link, in an inter- and transdisciplinary perspective, is teaching formats that encourage students to engage in the public sphere. However, an illustrative collection of best practices in Swiss higher education has been lacking so far. This practice-driven report draws on a non-exhaustive stocktake of existing courses in Switzerland and participatory workshops among lecturers. It features illustrative examples from Swiss higher education institutions and introduces a new typology of science-society teaching formats, offering educators a structured way to design and analyze courses across six dimensions. In addition, the publication discusses both the opportunities and challenges of implementing such teaching formats. To further advance science-society education, the report identifies three priority areas for action.

  • Swiss Academy of Sciences SCNAT

    Strategy for natural history collections in Switzerland

    Thirty-seven institutions, take a decisive step towards unlocking the full potential of natural history collections in Switzerland. Together, they publish and endorse a strategy based on 6 pillars and 52 key activities to better preserve collections, ensure their accessibility and promote their use for science and society.

  • Swiss Academy of Sciences SCNAT

    Insights from the Global South for the Revision of the KFPE Guide

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