de Scisciolo, Tobia

Position / Title

Lecturer & Researcher

Department

:##:Academic Foundation Year and SISSTEM

Email Address

tobia.descisciolo@ua.aw

ORCID

0000-0001-5343-2470

Fields of Specialization

Marine ecology
Nature conservation and restoration

Last updated January 22, 2026

Biography

Tobia de Scisciolo is a STEM lecturer in the Academic Foundation Year program at the University of Aruba. He is also a Part-time PhD Candidate at Wageningen University. Tobia holds a Master's Degree in Marine Ecology and Resource Restoration. He is also passionate and interested in research about coral reef ecology and restoration and education for sustainable development.

Publication Search Results

Now showing 1 - 10 of 17

Metadata only
Metabolism of Islands
(International Society for Industrial Ecology (ISIE), in partnership with Metabolism of Islands (MoI) and the Climate Adaptation and Resilience (CLARE) program of the U.K. and Canada, 2025-10) Acevedo, Diego; Mettes, Christie; Mijts, Eric; de Scisciolo, Tobia; Ulacio, Alexandra
Metabolism of Islands: This 34-minute documentary explores the provocative question: Can a small island truly achieve sustainability? Drawing on the powerful analogy that islands, much like living organisms, metabolize materials and energy to sustain their populations, the film reveals how unsustainable resource-use patterns—an “island metabolism” out of balance—can weaken resilience and amplify vulnerability to climate shocks. The “Metabolism of Islands” introduces a ground-breaking, evidence-based systems perspective that moves beyond short-term fixes toward holistic strategies for long-term sustainability. Featuring voices from across the world’s small island nations, the documentary brings together science, storytelling, and lived experience to illuminate both the challenges and pathways to resilience. Conceived and directed by Simron Singh, and edited by Alexandra Ulacio, the film is a collaborative global effort produced and funded by the International Society for Industrial Ecology (ISIE), in partnership with Metabolism of Islands (MoI) and the Climate Adaptation and Resilience (CLARE) program of the U.K. and Canada.
Open Access
How island researchers navigate the wicked nature of small island research. A conversation continued
(2025-06) Mertens, Anouk; Acevedo, Diego; Arens, Patrick; Becker, Tatiana; Brinklow, Laurie; de Scisciolo, Tobia; Drew, Ryan; Facun, Kryss; Hall, Iain; Halliday, Andrew Mark; John, Nigel; López Márquez, Violeta; McDonald, Anne; Mitchell, Jean; Moncada, Stefano; Noll, Dominik; Richardson, Yolanda; Sultan, Salys; van Veghel, Amber; Werleman, Stephanie; Mijts, Eric
Small islands across the globe face the direct consequences of climate change and alarming biodiversity loss. In this context, islands and islanders are sometimes framed as a “litmus test” or “the ideal laboratory” for experiments to advise larger continental areas on how to address the effects of climate change and the biodiversity crisis. Due to the specific island context, islanders are the primary problem solvers in addressing and mitigating these challenges, and finding ways to adapt to them; however, in the first place, to protect their territories, populations, ecosystems, and cultures. It is therefore crucial and urgent to adopt and integrate inter- and transdisciplinary scientific knowledge embedded within the local contexts. Given their leadership role, island-centred research by the local island-based knowledge institutes and researchers is key. Island-centred research should play a pivotal role in generating contextualized knowledge and solutions, whether or not embedded in reciprocal international partnerships with other knowledge institutes. In this presentation, we will dive deeper into the island researchers’ operating space for such island-centred research, based on insights from semi-structured interviews and interactive sessions with island researchers from a wide range of contexts and disciplines. Our data reveal that despite the many challenges of conducting research from within the islands (incl. availability and accessibility of data, or technical and logistic challenges, funding, etc.), island researchers have found an array of ways to overcome these challenges and to produce valuable and impactful results for their societies and the rest of the world. This contribution aims to be a conversation starter amongst island researchers from insular and continental (institutional) contexts to further strengthen productive and equal collaborations in island-centred research.
Metadata only
Turning the Tide Documentary Interviews on Nos Mainta
(Nos Mainta, 2025-01-29) Berg, Edeline; Lopez, Tyson; Floudiotis, Andrea; Henken, Rene; Osinga, Ronald; van der Wal, Sietske; Danser, Nichole; de Scisciolo, Tobia; Everon, Xiomara; Kelie, Ivan
The section on Nos Mainta about the Turning the Tide Documentary starts at 26 minutes: Trailer: https://www.youtube.com/live/vlaqhR-38Ss?feature=shared&t=1558 Interview with Edeline Berg and Tyson Lopez (Aruba Conservation Foundation) (Papiamento): https://www.youtube.com/live/vlaqhR-38Ss?feature=shared&t=1716 Interview with Andrea Floudiotis (RESEMBID) (English) https://www.youtube.com/live/vlaqhR-38Ss?feature=shared&t=2893 Interview with Rene Henken and Ronald Osinga (Wageningen University) (Nederlands) https://www.youtube.com/live/vlaqhR-38Ss?feature=shared&t=4088 Interview with Sietske van der Wal (Aruba Conservation Foundation) (English) https://www.youtube.com/live/vlaqhR-38Ss?feature=shared&t=5356 Interview with Nichole Danser (ScubbleBubbles) & Tobia de Scisciolo (University of Aruba) (English): https://www.youtube.com/live/vlaqhR-38Ss?feature=shared&t=6394
Open Access
The GreenComp Evaluation Roadmap: a roadmap for in-depth holistic evaluation of the integration of the GreenComp framework in higher-education curricula
(2025-01) Mertens, Anouk; Eppinga, Maarten; Arens, Patrick; de Scisciolo, Tobia; John, Nigel; Sultan, Salys; Buys, Nadine; Mijts, Eric
Purpose The GreenComp framework identifies 12 competences for sustainability as common ground for higher-education curricula. The framework can be used for self-assessment and the review of curricula. However, a step-by-step method to conduct such a self-assessment is not yet available for the GreenComp framework specifically. Therefore, the authors present the GreenComp Evaluation Roadmap allowing to evaluate the extent to which the frameworks’ competences for sustainability are integrated in higher-education curricula. The application of the GreenComp Evaluation Roadmap to a curriculum taught at the University of Aruba, allows to report on the benefits, limitations and future potential of the approach. Design/methodology/approach The proposed mixed-method approach combines hybrid qualitative and quantitative data collection on the integration of the 12 competences for sustainability of the GreenComp framework in higher-education curricula. The authors showcase its potential through application of the GreenComp framework as an evaluation tool to a science, technology, engineering and mathematics-based bachelor program taught at the University of Aruba. Findings The GreenComp Evaluation Roadmap not only allows for an evaluation of the curriculum and identification of competence gaps. It also supports educators to conduct a self-reflection on individual course(s) and the program as a whole. The paper shows promising results that the roadmap developed could be a reproducible approach. Moreover, it provides guidance to other higher education institutes for self-evaluation and self-reflection on how the competences for sustainability are integrated in their curricula and how this can be enhanced in the future. Originality/value The need to integrate sustainability throughout higher-education curricula is broadly recognized. The GreenComp Evaluation Roadmap contributes to the literature by offering a methodological approach to evaluate the integration of the 12 competences for sustainability throughout a curriculum.
Metadata only
Education for Sustainable Development in Small Island States at the University of Aruba: Practice and Evaluation.
(SOE Biennale Revolutionizing Caribbean Education, Cultivating Critical Competencies in a Shifting Landscap. UWI-Mona, 2024-07-10) Mijts, Eric; Acevedo, Diego; de Scisciolo, Tobia; John, Nigel; Mertens, Anouk
This panel will focus on different approaches at the University of Aruba for capacity building for internal resilience of small island states and the way in which the creation of a critical mass of local higher educated experts that can create contextually relevant and locally accepted solutions will highly contribute to the resilience of these states. Building upon three papers that will be presented by the panel participants, we will demonstrate that it is necessary and possible to develop and implement impactful programs for Education for Sustainable Development in Small Island States, going beyond the focus on cognitive skills and knowledge. The panelists will present approaches to education in Aruba that stimulate critical sustainability thinking (the Academic Foundation Year, and the Sustainable Island Solutions through Science, Technology, Engineering, and Mathematics programs (SISSTEM)). Second, they will demonstrate how the modules within these programs address and affect sustainability thinking and student attitudes toward sustainability. They will also elaborate on the founding principles and evaluation of these programs utilising the EU GreenComp framework. Altogether, the panel aims to demonstrate that despite the global nature of the challenges we face, contextual embeddedness and recognition of local characteristics and local adoption of sustainability thinking are key to building resilient societies.
Open Access
Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year
(Emerald Publishing Limited, 2024) Chapman, Mollie; Eppinga, Maarten; de Scisciolo, Tobia; Mijts, Eric
Purpose Universities of Small Island States (SIS) have the potential to fulfill a crucial role in implementing the Sustainable Development Goals (SDGs) but also face barriers to local capacity building. The University of Aruba partly addresses these challenges through the development of The Academic Foundation Year (AFY), a one-year pre-university program aiming to optimally equip students for higher education. This study aims to assess to what extent the program can foster the local embeddedness of the students in ecology, culture and history and an understanding of opportunities and challenges for sustainable development in SIS. Design/methodology/approach The authors provide examples of how the program incorporates education for sustainable development and how it emphasizes experiential learning. In addition, quantitative survey data and qualitative analysis of focus group meetings are used to reflect on the program’s achievements and its potential for further development. Findings The survey results suggest that AFY courses not only increase knowledge but also change students’ perceptions regarding sustainability. Indeed, key impacts emerging from the student focus group related to both academic preparation and engagement with sustainability. Reflections by teachers emphasized the importance of experiential learning, an expansive view of the SDGs and preparing students as citizens. Originality/value This study highlights that the program could provide a starting point for the development of similar initiatives in other SIS, the common basis being the fostering of sustainability literacy and social adoption of the SDGs.
Metadata only
Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year
(Emerald Publishing, 2024-01) Chapman, Mollie; Eppinga, Maarten; de Scisciolo, Tobia; Mijts, Eric
Purpose Universities of Small Island States (SIS) have the potential to fulfill a crucial role in implementing the Sustainable Development Goals (SDGs) but also face barriers to local capacity building. The University of Aruba partly addresses these challenges through the development of The Academic Foundation Year (AFY), a one-year pre-university program aiming to optimally equip students for higher education. This study aims to assess to what extent the program can foster the local embeddedness of the students in ecology, culture and history and an understanding of opportunities and challenges for sustainable development in SIS. Design/methodology/approach The authors provide examples of how the program incorporates education for sustainable development and how it emphasizes experiential learning. In addition, quantitative survey data and qualitative analysis of focus group meetings are used to reflect on the program’s achievements and its potential for further development. Findings The survey results suggest that AFY courses not only increase knowledge but also change students’ perceptions regarding sustainability. Indeed, key impacts emerging from the student focus group related to both academic preparation and engagement with sustainability. Reflections by teachers emphasized the importance of experiential learning, an expansive view of the SDGs and preparing students as citizens. Originality/value This study highlights that the program could provide a starting point for the development of similar initiatives in other SIS, the common basis being the fostering of sustainability literacy and social adoption of the SDGs.
Open Access
Pre-university education for local ownership and initiatives for sustainable development in small island states: monitoring engagement at the Academic Foundation Year.
(2023) Chapman, Mollie; de Scisciolo, Tobia; Eppinga, Maarten; Mijts, Eric
Small island states face several threats to sustainable development, including low participation grades in university education, high dropout rates, and brain drain. These issues contribute to a lack of locally developed expertise and ownership of sustainable development processes, as such creating a dependency on external consultants and expertise that may not fit the specific context of the region. To address this challenge, the University of Aruba has implemented the Academic Foundation Year (AFY) program, which has been available since 2016. This program is a full-time, one-year pre-university program designed to equip students with the necessary skills for higher education, whether in Aruba or abroad. Along with academic development, the program also aims to foster students’ understanding of their context, culture, and history, as well as the opportunities and challenges for sustainable development in small island states. To gain a better understanding of the potential and challenges for developing local ownership and initiatives for sustainable development in small island states through education, this contribution presents a study of alumni evaluations and quantitative research, along with interviews and focus group meetings with lecturers, students, and alumni of the AFY program.
Open Access
Insights from a sustainability-oriented academic bachelor program in a Caribbean Small Island State: evaluation of SISSTEM using the GreenComp Framework
(International Conference on Sustainable Development 2023, 2023) Mertens, Anouk; Buys, Nadine; Gielen, Georges; de Scisciolo, Tobia; Eppinga, Maarten; John, Nigel; Sultan, Salys; Mijts, Eric
Metadata only
Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year.
(2023) Chapman, Mollie; Eppinga, Maarten; de Scisciolo, Tobia; Mijts, Eric
Low participation grades in university education, high dropout ratios, and brain drain are threats for sustainable development in small island states. This leads to a lack of locally developed expertise and local ownership of sustainable development processes due to the dependency on external consultancy and expertise that does not fit the context of the regions in which it is implemented. At the University of Aruba, one of the efforts to address this challenge has been the development of the Academic Foundation Year (AFY). Offered since 2016, the AFY is a one-year full time pre-university program that aims to optimally equip students for higher education, either in Aruba or abroad. Apart from the development of academic skills, the program aims to foster the local embeddedness of the students in context, culture, and history as well as an understanding of opportunities and challenges for sustainable development in small island states. This study builds on the existing extensive volume of alumni evaluations and quantitative studies with interviews and focus group meetings with lecturers, students, and alumni of the program to come to a deeper understanding of the challenges and opportunities for developing local ownership and initiatives for sustainable development in small island states through education.