Deep-sea early career ocean professionals (ECOPs) at the science-to-policy interface: needs, challenges, and opportunities against country economic status

The deep sea corresponds to more than 95% of the global ocean volume, representing the largest biome on Earth, and faces unprecedented threats from both direct and indirect human pressures. In order to ensure the conservation and proper management of deep-sea resources, innovative strategies and long-term actions are necessary, supported by knowledge diversity, including interdisciplinary and intergenerational expertise. The engagement of Early Career Ocean Professionals (ECOPs) can provide innovative solutions while also fostering intergenerational diversity. Although increasingly recognized as key agents for change, ECOPs face several barriers to effectively engaging in research, production, and decision-making processes. Some of those barriers include limited professional opportunities, lack of trust by more experienced peers and financial resources, and language barriers, especially for ECOPS from developing countries. Against that, effective solutions require the observation of elements that influence the engagement of ECOPs-both from developed and developing countries in the science-to-policy space. To understand and examine challenges and needs affecting ECOPs, an anonymised online survey was conducted in four different languages. We obtained responses from 126 ECOPs, including 43 nationalities and six continents. Our results showcase that despite recognizing an existing role for ECOPs in the deep-sea science-to-policy interface, lack of funding and not knowing who to approach were listed as the main barriers for ECOPs from developing countries, while the latter was the main issue highlighted by ECOPs from developed countries. Main support needed includes opportunities to cover attendance in policy and decision-making processes followed by access to training and information about such processes. The results obtained from the survey provide relevant information to explore potential pathways for ECOPs to engage in the science-policy interface through international networks, including the Deep-Ocean Stewardship Initiative, here adopted as a study case. The establishment of nurturing spaces where learning and exchange take place was observed as an important step for furthering the engagement of ECOPs in deep-sea decision-making processes and to achieve future-proofing solutions for the ocean.

Early-Career Ocean Professionals (ECOPs) are key contributors at the science-policy interface, playing a vital role in intergenerational knowledge and capacity sharing (Lim et al., 2017; Filyushkina et al., 2022). An ECOP can be defined as “a person that self-identifies as being early in their career, within 10 years or less of professional experience in any field related to the ocean ” (Roman et al., 2024). ECOPs enrich policy processes by diversifying views while enhancing the understanding of information and knowledge involved in science-policy issues, increasing policy and societal relevance (Burgman et al., 2011; Lim et al., 2017; Evans and Cvitanovic, 2018; Washbourne et al., 2024). As current and future leaders in ocean matters (Satterthwaite et al., 2025; Vozzo et al., 2025), ECOPs bring fresh perspectives and innovative perceptions, being uniquely positioned to strengthen and develop inclusive and adaptive measures, including in the science-policy interface, and to encourage the involvement of their peers in these processes (Hoerstmann et al., 2025).

ECOPs play an important role in advancing equity, diversity, inclusion, and the presence of multiple generations in ocean science and decision-making processes (Giron-Nava and Harden-Davies, 2022; Satterthwaite et al., 2025). With interdisciplinary backgrounds and training in modern methodologies, they are capable of addressing current global challenges with innovative approaches (Evans and Cvitanovic, 2018; Andrews et al., 2020; Brasier et al., 2020; Strand et al., 2022). According to Filyushkina et al. (2022), “ ECRs [or ECOPs] are able to rethink, combine, and apply knowledge regimes in the co-production of knowledge with decision-makers ”. Furthermore, ECOPs offer experiences and worldviews that may be overlooked if only more established, senior scientists are encouraged and supported to attend policy processes (Filyushkina et al., 2022). Through their engagement at the science-policy interface, ECOPs can offer unique views on tackling contemporary challenges, such as climate change, biodiversity loss and environmental and social justice.

The participation of ECOPs in decision-making processes, for instance, opens the opportunity for those professionals to further develop transferable skills such as networking, interdisciplinary knowledge, and leadership (Brasier et al., 2020). Such skills, combined with diversity in perspectives, are essential for next ocean stewards to identify problems and move toward effective solutions (Giron-Nava and Harden-Davies, 2022). From this perspective, ECOPs may be more inclined to engage in interdisciplinary research as a means to drive societal change, developing innovative methodologies and approaches to address complex challenges that cannot be effectively tackled within traditional discipline boundaries (Bridle et al., 2013; Lim et al., 2017). Furthermore, the present generation of early-career researchers and practitioners is among the first to have an interdisciplinary background (Lim et al., 2017), playing a crucial role in coping with complex and rapid global-change scenarios in environmental matters.

Barriers and challenges faced by ECOPs

Despite growing recognition of the role that ECOPs play in advancing scientific progress (Ribeiro and Simonetti, 2025), bringing innovative solutions for the ocean (Li et al., 2025), and promoting culture shifts in the way science and knowledge are shared (Vozzo et al., 2025), significant barriers to their engagement remain. ECOPs face diverse challenges that may hinder their engagement, including scarce knowledge-sharing and mentorship opportunities, resulting in limited access to training, including on acquiring essential skills to work across relevant sectors and disciplines (Satterthwaite et al., 2025). Moreover, access to professional opportunities, resources, and funding for transdisciplinary, interdisciplinary, and cross-sectoral projects is often limited (Andrews et al., 2020; Satterthwaite et al., 2022; Buchholzer et al., 2025). Aspects related to scarcity of long-term contracts (Sobey et al., 2013), lack of travel support (Bradley et al., 2020), unpaid work and abuse (Osiecka et al., 2022), and a very competitive hierarchy in academia are also obstacles faced by ECOPs (Brasier et al., 2020).

Existing barriers are rooted in persistent intersectional inequalities—encompassing ethnicity and race, gender, socio-economic status, geographic background, age, and career stage, among others (Shellock et al., 2023; Giron-Nava and Harden-Davies, 2022; Amon et al., 2022)—which continue to shape access to and participation in the field. Against this backdrop, there is growing momentum to increase the active participation of underrepresented groups in developing innovative ocean solutions (Keynejad et al., 2021) and to enhance their representation in decision-making processes (Giron-Nava and Harden-Davies, 2022; Satterthwaite et al., 2025). Although the importance of science-policy is increasingly evident, professionals within the realm of marine science rarely have access to training or tools that prepare them to engage in science-to-policy processes (Giron-Nava and Harden-Davies, 2022). Despite existing, there are limited opportunities offered by universities for engagement in decision-making processes through their curricula (Gallo et al., 2026). Due to that, external programmes and initiatives are addressing such issues through training, the creation of dedicated ECOP networks, and fellowship opportunities (Gallo et al., 2026). Yet, the exclusion and lack of incentives for ECOPs to engage in ocean decision-making processes remain a challenge. Within the realm of deep-sea science, opportunities for ECOPs, especially from developing countries, may be even more restricted as exploration and deep-sea research facilities, equipment, and funding are mainly available in developed nations (Amon et al., 2022; Bell et al., 2022, 2023). As a result, members from developing countries are more likely to experience parachute science and exclusion from planning, execution, and publication of deep-sea science, including in research endeavors taking place within their own Exclusive Economic Zone (Amon et al., 2022; Spalding et al., 2023; de Vos et al., 2023).

Programs and efforts recognizing the importance of ECOPs

Propelled by an increasing awareness of the necessity of incorporating diverse voices and perspectives as part of the change toward a harmonious co-existence between human societies and the environment, global ocean commitments such as the United Nations Decade of Ocean Science for Sustainable Development (UN Ocean Decade)-are gradually investing in efforts to increase the inclusion of historically marginalized voices. More specifically, since its inception in 2021, the UN Ocean Decade has acted as a platform to steer “ transformative ocean-science solutions for sustainable development, connecting people, and the ocean ”1 Until 2030, the UN Ocean Decade has committed to fostering collaborations that will support delivering the ocean we want: clean, healthy and resilient, productive, predicted, safe, accessible and inspiring and engaging ocean while leaving no one behind (IOC-UNESCO, 2021).

Based on the view of building up a transformative science for a sustainable ocean for current and future generations through the incorporation of collective voices, the UN Ocean Decade has established the Early Career Ocean Professionals Programme (ECOPs Programme). The purpose of the ECOP Programme is to ensure that ECOPs around the world are empowered, through networking and capacity-sharing opportunities with each other and global institutions through the UN Ocean Decade platform 2 The Programme has expanded worldwide and currently hosts several regional and national hubs and activities.3

More specifically, numerous programmes and initiatives have initiatives focusing on ECOPs' engagement and training in deep-sea research. Some of them include: the Deep-Ocean Stewardship Initiative (DOSI)4; Crustal Ocean Biosphere Research Accelerator (COBRA)5; the Deep Ocean Early Researchers (DOERs, within the Deep Ocean Observing Strategy-DOOS)6; the Deep Ocean Task Team under the UN Ocean Decade ECOPs Programme7, the Challenger 150 African Network of Deep-water Researchers (ANDR)8; Joint Exploration of the Twilight Zone Ocean Network (JETZON)9, the Deep-Sea Biology Society (DSBS)10 and the Deep Ocean Task Team under the ECOP Programme of the UN Ocean Decade (see text footnote 7). With a focus on science to policy, other organizations such as the Nippon Foundation-University of Edinburgh Ocean Voices Programme11, the Sustainable Ocean Alliance Fellowship12 and the Royal Society of London13 have supported ECOPs through training, mentoring and funding. Although aiming at ECOPs, such initiatives are not solely focused on deep-ocean researchers.

In partnership with DOSI–a network of deep-sea experts from more than 100 countries around the world working to inform ecosystem-based management and maintain the integrity of the deep ocean-the co-authors proposed a survey aiming to preliminarily ascertain needs and challenges faced by ECOPs when engaging at the science-policy interface. More specifically, the study aimed to: (i) assess whether deep-sea ECOPs are interested in taking a more active role at the science–policy interface; (ii) assess whether and what type of challenge mostly affect individuals from developed and developing countries; (iii) explore potential opportunities for further engagement, distinguishing between preferences of representatives from developed and developing countries and; (iv) provide recommendations for future efforts and programmes aiming to focus on the engagement of deep-sea ECOPs in science-to-policy interface.

Here, we present the findings of this survey, providing insights on whether challenges, barriers, and desired opportunities may differ based on the economic status of the countries' ECOPs represent. Additionally, we provide a descriptive analysis of the responses collected.

Online questionnaire

The sampling strategy aimed to assess the challenges and opportunities for deep-sea ECOPs to engage in the science-to-policy interface encompassed an online survey (Annex I) in partnership with DOSI. The survey included multiple-choice and open-ended questions.

For all multiple-choice questions, participants were provided with the opportunity to add information in case the options provided by the multiple-choice answers did not reflect their perception. Generally, the survey encompassed questions regarding participants' socio-demographic information (i.e. gender, age, educational level, geographic distribution, and nationality), areas of expertise, interests, challenges, and opportunities to further their engagement in ocean policy/decision-making processes, as well as their current involvement with deep-sea networks.

Information about the objectives of the research, together with the questionnaire available in four different languages–English, French, Portuguese and Spanish, were included in a website developed exclusively for this survey. Any information that could lead to the participant's identification has not been included in the analysis of results.

As part of the sampling strategy, a link to the website, together with further clarifications about the objective of this analysis, was shared with known ocean and deep-sea networks and circulated to subscribers of global networks via mailing lists and newsletters.

Data analysis

The study adopted an exploratory mixed-methods approach to analyse participants' responses, integrating both quantitative and qualitative techniques.

Responses to multiple-choice questions were summarized using descriptive statistics (percentages). Open-ended responses (e.g., expertise, and potential roles for ECOPs) were analyzed through content analysis and subsequently categorized.

To examine potential differences among ECOPs across country contexts following previous literature evidence (Shellock et al., 2023; Giron-Nava and Harden-Davies, 2022; Amon et al., 2022), responses to questions on barriers, opportunities, and perceptions were categorized using the classifications “developed” and “developing” countries, based on the designations provided by the United Nations World Economic Situation and Prospects (WESP, 2024)14.

ECOPs' profiles

One hundred and twenty-six (n = 126) individuals responded to the online questionnaire. From those, 62% have self-identified as women and 35% as men. Two other participants self-identified as non-binary, and one preferred not to disclose their gender (Figure 1a). Close to a third of participants reported being between 25 and 29 years old (32.5%), closely followed by participants between 30 and 34 (27.8%), participants between 35 and 39 years old (18.84%), participants between 20 and 24 years old (10.32%), and lastly participants over 40 years old (9.52%; Figure 1c).

Representatives from developing countries included 65 individuals, representing 51% of participants. Developed countries' participants encompassed 60 individuals (47%) and one individual's country was classified as in transition. In cases where double citizenship has been mentioned (four cases), the citizenship from the developing country has been accounted for. When both citizenships were from developed countries, only the first one listed was considered (three cases). With respect to geographical distribution (see Figure 2), nationalities from 43 countries and six continents (Africa, Oceania, Asia, Europe, North America, and South America) were represented. Participants consisted mostly of representatives from Brazil (17%), followed by United States of America (13%) and the United Kingdom (10%).

With respect to level of education, close to a third of respondents self-identified as master students (32.5%), followed by post-docs (26.1%) and doctoral students (24.6%). Undergraduate students represented 13.4% of respondents. In Figure 1b, the categories “Master's student” and “PhD student” were considered as the last graduation obtained by the participant.

The expertise from participants was divided into four main groups: “Deep-sea”, “Marine sciences and Conservation”,” Governance, Socio-economic aspects and Policy”, and “Others” (Figure 1d). Such groups were defined based on specific aspects that are in convergence with DOSI's objectives and mission, including how many participants explicitly included deep-sea topics as part of their expertise and how many hold knowledge on governance and policy. For cases where there was no explicit mention of any deep-sea expertise, these were categorized as “Marine Sciences and Conservation”. Finally, expertise related to science communication, arts, photography, and environmental education were included in the category “Others”, which accounted for approximately 5% of answers (Figure 1d).

ECOPs' perceptions regarding their role in policy processes and decision-making

Of the 126 responses, 90% of the ECOPs reported having an interest in participating in ocean policy and decision-making processes. Eight percent answered they did not know their potential roles in policy or decision making. Two participants manifested not having interest in engaging in decision-making/policy processes.

Regarding the perception of their potential role in decision-making processes, nearly 40% of ECOPs referred to “providing technical support for decision-making”. Following, 33% of responses encompassed the participation of ECOPs in policy and decision-making processes. Contribution to policy briefs was also seen as a potential role, covering 23% of the answers. Other roles and “I don't know” were both represented by 5% of the answers (Figure 3). When asked whether they perceive other potential roles of ECOPs, seven participants (5.6%) considered “all” options as potential roles of ECOPs in decision-making (see Annex I). Other roles mentioned by participants included scientific communication, public engagement and others.

Challenges faced by ECOPs

Nearly 84% (106 individuals) of ECOPs reported perceiving challenges and barriers preventing their engagement in ocean policy and decision-making processes. In contrast, ECOPs who reported not encountering any challenges or barriers were represented by 8% (10 participants), most of them (7) from developed countries. Those who did not know if they had faced any challenges or barriers were also represented by 8% of answers. Of 84% who already experienced challenges and barriers, 48% were from developing countries, against 36% from developed countries.

When asked to rank the main barriers faced by participants, 30% of them correctly used the 1–6 scale to rank the barriers from most to least challenging. For instance, some participants have ranked 1 (the major challenge) to more than one challenge or barrier statement. The same occurred with other positions in the ranking scale. It remains uncertain whether participants have repeated ranks for different challenges due to a misunderstanding of how to answer the ranking question, or whether they judge different challenges presented by statements equally. Therefore, the results provided here may only partially reflect how ECOPs surveyed actually perceive and rank barriers faced to engage with decision-making processes15. Respondents from developing countries referred to “lack of financial resources” as the most prominent barrier (Figure 4). Following, “not knowing who to approach” was the second most reported concern. Other perceived challenges spontaneously raised by ECOPs included lack of credibility and lack of opportunity for involvement.

Conversely, among participants from developed countries, “not knowing who to approach to engage in decision-making” was the most important barrier in their ranking (Figure 5). “Not knowing how they can contribute to decision processes” was recorded as the second most relevant barrier. Concerns around confidence to communicate in a foreign language was the least important barrier identified by both developing and developed countries' groups.

Opportunities for enhancing participation as an ECOP in policy/decision-making processes

When asked what opportunities could enhance their participation in decision-making processes, 83% of participants (105) identified funding to cover costs of attendance as a key opportunity (Figure 6). Additionally, 72% of participants referred to the importance of having more information on how to engage in policy processes (91 answers), 71% referred to the need for general information and training around policy processes (90 answers), and 67% highlighted the importance of connections with relevant national or international delegates (85 answers).

In general, the results are well distributed among the categories of opportunities presented to participants (Figure 6). Answers between participants from developed and developing countries were generally similar. However, funds and connections with relevant delegates were more important among participants from developing states. Among participants from developed countries, information and training around policy processes and funding availability to attend policy/decision processes were slightly more relevant, followed closely by more information about training.

Deep-sea networks and ECOPs

Nearly 37% of participants reported already being a member of a deep-sea network. The main networks reported by participants included: COBRA, Deep-Ocean Stewardship Initiative (DOSI) (see text footnote 4) Challenger 150, African Network of Deep-water Researchers, DOOS (and DOERs), Deep-Sea Biology Society, and UN Ocean Decade Nodes. Networks less mentioned but also present included UN Pool of Experts16, One Ocean Hub17, Association for the Sciences of Limnology and Oceanography (ASLO)18, GeoLatinas–Latinas in Earth and Planetary Sciences19, French National Institute for Ocean Sciences and Technology (Ifremer)20, Marine Alliance for Science and Technology for Scotland Deep Sea Forum (MASTS Deep Sea Forum)21, National Institute of Statistics and Geography (INEGI–Mexico)22, and ICES Strategic Initiative on Integration of Early Career Scientists (SIIECS).23

Forty participants provided reflections regarding their perception of career impact resulting from their engagement with a deep-sea network. Answers were mostly positive and included such examples of impact: networking and collaboration/research impact, training and career development, access to science-to-policy information (e.g. webinars), and dissemination of educational resources/career opportunities. According to participants, networking, and collaboration/research impact included knowing about opportunities available and staying up to date on the relevant information and policy available. Additional opportunities mentioned included funding, webinars/workshops, collaboration on projects, discussions, and grant applications. In terms of collaborations/research impact, this can be somewhat redundant to the networking but has led to co-authorships, the joining of projects and writing of reports/policy briefs, and facilitated communication between groups, which has also resulted in applications for research awards. Six participants referred to not yet having perceived any impacts, and one had perceived no impacts at all.

Support from deep-sea science-to-policy networks to ECOPs

Regarding how ECOPs would like to be supported by a deep-sea science-to-policy network-represented in this case study by DOSI-answers were generally similar. Most participants indicated training programs would be crucial (Figure 7). Additionally, they indicated having access to information about funding and job opportunities, financial support to attend policy/decision-making processes, opportunities to exchange knowledge with senior professionals, interacting with other ECOPs, and access to mentoring and professional advice as important factors.

Participants' socio-demographic

The survey successfully reached ECOPs in a wide range of countries. Most participants are currently master's students, doctoral candidates, or post-doctoral researchers (Figure 1b). Although the expertise of participants' profiles indicated a broad range of deep-sea expertise, results suggest that there is limited engagement at the science-to-policy interface. Due to a growing complexity in global challenges in marine systems, interdisciplinary professionals able to navigate different spheres of influence (i.e. industry, government, civil society, etc.) are in high demand (Andrews et al., 2020) and, therefore, investing in skills and capacities taught in marine sciences courses to the next generation of researchers and decision-makers is highly recommended (Claudet et al., 2020).

Perception of ECOPs regarding their role in decision-making

The majority of ECOPs involved in this study recognized the role of ECOPs in decision-making processes, especially by providing technical advice and contributing to the development of policy strategies (40 and 33% of responses, respectively). Such findings were corroborated by their willingness to participate in such processes, as reported by 90% of participants. As pointed by Filyushkina et al. (2022), although feeling more comfortable in providing technical information to policy processes, ECOPs are also eager to contribute to the development of policy briefs. This presents an opportunity to bring multidisciplinary perspectives into the development of such documents (Filyushkina et al., 2022; Caldeira and Lopes, 2024), although ECOPs do not necessarily feel confident in doing so (John et al., 2023).

Barriers and challenges

Despite the general interest in joining decision-making processes, the results indicate that substantial barriers may hinder ECOPs engagement in decision-making processes. Most participants who responded to the question encompassing barriers were representatives from developing countries, suggesting that these ECOPs may encounter or perceive more obstacles than their counterparts from developed areas.

Financial limitations were perceived as the most significant obstacle for ECOPS from developing countries. Similarly, funding was also indicated as a major barrier for engagement in the science-to-policy interface by Filyushkina et al. (2022), especially by members from developing countries (Caldeira and Lopes, 2024).

For representatives of developed countries, the lack of awareness about who to approach seemed to be a more critical aspect. Not knowing who to approach to engage aligns with findings reported by SAPEA (2024), showing that despite existing opportunities, they may not effectively reach their intended target audiences. This gap suggests that, although opportunities are available, barriers such as limited awareness and access prevent certain groups, particularly ECOPs from underrepresented regions, from fully benefiting from these resources.

In relation to developed countries, the lack of funding may result from institutional impediments (financial resources and time) for scientists to engage in communication with decision-makers (Cvitanovic et al., 2015). Issues of credibility and intimidation were also raised as barriers for policy engagement, as also observed by Filyushkina et al. (2022).

Currently, only a handful of initiatives or programmes consistently provide funding opportunities to sustain ECOPs attendance at policy processes, and these are not generally targeted at deep-sea researchers. Therefore, this represents an important gap to be filled in tackling challenges faced by ECOPs. Additionally, our findings suggest the need for more transparent and accessible information on how ECOPs can engage in policy processes, benefiting both ECOPs from developed and developing countries. Although more strongly pointed out by individuals from developed countries, guidance on how ECOPs (or scientists in general) can meaningfully contribute to ocean decision-making was also raised as an aspect of great relevance.

Other barriers, such as limited awareness of available opportunities and key contacts (Caldeira and Lopes, 2024), along with lower confidence in participating in these processes, were also identified (Washbourne et al., 2024). While opportunities for ECOPs to engage at the science-policy interface are increasing, the fact that many ECOPs remain unfamiliar with these opportunities suggests the need for information to be more widely shared across diverse channels and networks to help fill the knowledge gap regarding available options.

Although most participants had not properly ranked responses regarding barriers, the results obtained provide a first source of information for understanding the most significant perceived barriers among deep-sea ECOPs from developing and developed countries. Addressing financial support both for attendance at policy processes and for educational development can be crucial in fostering enhanced engagement in science-policy activities.

Opportunities to engage in policy processes

Creating means for ECOPs to be supported can have numerous benefits for their professional trajectories, including boosting self-confidence, facilitating wider collaborations, and encouraging ECOPs to remain engaged at the science-policy interface (Brasier et al., 2020). Furthermore, providing resources, training, and efforts to connect scientists during their early career stages is fundamental to transforming policy-making processes and seek innovative solutions for ocean governance (Andrews et al., 2020; John et al., 2023).

The survey results are aligned with the perception from participants obtained during a Satellite Event at the UN Ocean Decade Conference in Barcelona, Spain in 2024 (Annex II). During the event-“ Gathering forces for science-policy nexus, innovation and funding ” (Annex II), participants were asked about the main opportunities that can support their participation in ocean decision-making processes. On this occasion, most participants highlighted funding, connections with delegates, and more information on how to engage in policy-making processes as key priorities to enhance their participation in such processes (Annex).

Beyond the importance of funding to attend policy processes, participants from developing countries highlighted the need for more information and training on these processes, as also reflected by Caldeira and Lopes (2024). Training and familiarization activities can be delivered through a variety of approaches, such as policy writing and science communication workshops guided by more experienced professionals, as well as topic-specific training on international agreements and negotiations related to the deep sea, for instance, the Biodiversity Beyond National Jurisdiction (BBNJ) Agreement and the International Seabed Authority (ISA) regulatory framework (Washbourne et al., 2024; John et al., 2023; Kent et al., 2022). Since ECOPs require support and information tailored to their career level to effectively navigate policy processes (Evans and Cvitanovic, 2018), mentorship is fundamental to their development. Mentorship provides mentees with access to valuable networks and a deep understanding of policy design, negotiation, and implementation from experienced professionals (Evans and Cvitanovic, 2018), playing a critical role in strengthening ECOPs capacity to engage effectively at the ocean science-to-policy interface (Fenton et al., 2016; Kent et al., 2022).

Advancing knowledge about policy processes can be fostered by basic training, including information regarding the objectives, structure, and functioning of international policy processes, as well as learning about ongoing discussions and outstanding issues in negotiations. Conversely, members from developing countries demonstrated more interest in opportunities to connect with delegates from national and international delegations, a recommendation also pointed out by Caldeira and Lopes (2024).

Opportunities from deep-sea science-to-policy networks to engage ECOPs

In general, answers provided by ECOPs regarding potential areas of support by DOSI were balanced among the options. Participants from both developed and developing countries seem to perceive training opportunities through DOSI as the main opportunity for engagement. For developing countries, more information about how to access research funding and job opportunities, accessing funding to attend policy processes, and exchanging with senior professionals were listed as main priorities. For developed countries, accessing funding for research and for attending policy processes, together with the opportunity to exchange with other ECOPs were perceived as the main opportunities.

Achieving a more inclusive approach to ocean governance requires actions beyond acknowledgment of imbalances. Targeted initiatives—workshops, training, capacity-sharing sessions—are necessary to promote diversity, equity, and inclusion within policy and decision-making spaces. However, access to funding is crucial for the progression of ECOPs' careers (Filyushkina et al., 2022), offering them the opportunity to significantly engage in policy processes. Without adequate funding, ECOPs risk being involved in parachute science or facing limitations to contribute to transdisciplinary research that addresses local needs (Kaikkonen et al., 2024).

Further, for scientists to effectively engage in policy-making processes, it is essential to learn to speak “two languages”: the language of science and the language of politics. ECOPs can perform as knowledge-brokers, playing a vital role in sharing evidence and perspectives, building relationships while facilitating knowledge-sharing across different audiences (Vozzo et al., 2025; Karcher et al., 2025; Gluckman, 2017). Scientists need to understand decision-making structures, policy formulation processes, and the roles of key stakeholders. However, with limited documentation on how scientists and decision-makers work together practically, there is a strong need for targeted training for ECOPs. Such training should focus on developing the skillset needed to empower ECOPs to communicate their findings effectively to policymakers, identify opportunities for engagement with political actors, and establish a strong foundation in both knowledge and skill development (John et al., 2023). For example, a foundational course in science advice and diplomacy would be highly valuable for developing the requisite knowledge (SAPEA, 2024; Gustafsson and Berg, 2020).

Networking is widely recognized as a foundational element of career success (Ansmann et al., 2014), with some considering it the most essential factor in career advancement (Chapman et al., 2015; Fisher and James, 2022). While indispensable for career growth, networking also serves as a strategic means for ECOPs to build confidence in sharing ideas, connecting with diverse audiences — including decision-makers, and creating critical entry points into decision-making processes (Bridle et al., 2013). By engaging in international networks, ECOPs have the opportunity to forge valuable partnerships with other professionals at both senior and early career stages, allowing for multidisciplinary and interdisciplinary collaboration and knowledge exchange (Kaikkonen et al., 2024; Chapman et al., 2015).

Similarly, supervisors and mentors play a crucial role in the intellectual development of early-career professionals (Andrews et al., 2020). Mentorship initiatives have the potential to address key gaps identified in the questionnaire, such as barriers related to: a) networking, indicated by statements like “I don't know who to approach to engage”; b) skills and expertise development, as reflected by “I don't know how I can contribute to policy/decision-making”; and c) building self-confidence for communication (Sant et al., n.d.), seen in responses such as “I don't feel confident enough to participate in policy/decision making” (Andrews et al., 2020; Satterthwaite et al., 2022; Shellock et al., 2023). In addition, the closer relationship between mentor and mentee can provide greater understanding of how policy processes work in practice (Evans and Cvitanovic, 2018).

Key factors in identifying effective mentors and supervisors include their ability to provide foundational knowledge relevant to ECOPs' career paths, as well as their willingness to share personal experiences and insights, fostering a supportive and safe space for the mentee (Shellock et al., 2023). Ineffective mentorship is a barrier that can hinder the development of self-confidence, sense of self-contribution and wellbeing, especially in interdisciplinary contexts (Andrews et al., 2020), as in the science-to-policy interface. Mentorship can open pathways, including within the academic pipeline for ECOPs' career growth (Sood et al., 2016; Brasier et al., 2020). By being part of a network that can provide all the above, ECOPs are better positioned to engage in decision-making processes, enabling them to engage more effectively in policy development.

Ongoing efforts to enhance the professional development and inclusion of ECOPs in deep-sea science include various initiatives aimed at capacity development, networking, and policy engagement. Nevertheless, there are currently limited opportunities to engage ECOPs at the policy/decision-making interface. Engaging ECOPs in policy/decision-making processes can enhance diversity and promote more equitable approaches by ensuring the inclusion of diverse voices. The present work highlights critical areas requiring attention to improve deep-sea ECOPs engagement in science to policy. Based on findings from an online survey, the great majority of respondents have expressed interest in participating in ocean policy and decision-making processes.

Although ECOPs from both developed and developing countries shared common challenges regarding where to find information about opportunities to engage in the science–policy interface, this appears to be a more prominent challenge for ECOPs from developed countries. Conversely, the most relevant challenge preventing ECOPs from developing countries from engaging in such contexts includes the lack of financial resources. Other challenges, such as not knowing how to contribute to the process (for ECOPs from developed countries) and the lack of confidence in communicating in a foreign language (for ECOPs from developing countries), were also identified. Further studies are encouraged to better determine whether these differences are statistically significant among groups or regions.

Detecting challenges that may hamper ECOPs from engaging in policy-making processes is crucial when planning and implementing initiatives aimed at supporting ECOPs. Importantly, the challenges and opportunities identified in this study are not exhaustive and remain general. Further research is needed to identify a more in-depth evaluation of how other factors, including regional demographics, gender, race, cultural background and others, may influence the engagement of ECOPs in policy processes.

By improving access to training and mentoring, for instance, ECOPs can gain a deeper understanding of policy processes while building confidence in translating their research into recommendations for decision-making. On that aspect, networks such as DOSI and many others mentioned in this study can play an important role. Such initiatives can contribute toward safe spaces dedicated to ECOPs where activities such as mentoring, collaboration with peers, learning about opportunities to access funds and job opportunities, interacting with more experienced professionals, as well as preparing for and contributing to policy processes, can take place.