Ecological restoration has recognized explicitly the recovery of ecosystem functions. The emphasis on ecosystem functions in restoration efforts can be defined as functional restoration. Functional restoration, i.e., rehabilitation of ecosystem functions, is particularly applicable to highly degraded landscapes such as desertified areas, where restoration to the original state is impossible. This review paper produced a general conceptual model of the fundamental processes that regulate ecosystem functions in water-limited ecosystems. The Israeli Negev Desert was used as a case study to test the model results in the field. We developed general guiding principles for functional restoration of degraded landscapes that integrate functional restoration methods and include four successive steps: (1) identifying the fundamental processes that regulate ecosystem functions in alternative states; (2) detecting drivers leading to degraded states; (3) functional restoration: changing the state of the degraded landscape; and (4) monitoring the impact of the restoration effort and assessing its success in terms of ecosystem services. Our case study, the Negev, provided us with insights on how to reverse desertification in water-limited systems by restoring source–sink networks as a subset of functional restoration. The four suggested steps of functional restoration are essential for ecosystem recovery in the Anthropocene.

The Long-Term Ecosystem Research (LTER) project was established in order to investigate ecological processes over long temporal and broad spatial scales, with the involvement of scientists from multiple disciplines, in many sites around the world.

The study presented in this chapter followed an 8th grade science education program that was designed around the educational activities at an LTER site and school surrounding. The program’s goal was to develop the students’ in-depth understanding of complex ecological systems and of the scientific practices associated with advanced ecological research.

Mixed method approach enabled us to assess students’ development of their system thinking. Data analysis referred to three sequential levels of the System Thinking Hierarchy (STH) model: analyses, synthesis, and implementation. The students presented complexity understanding of ecological system that was developed within each of the major STH categories. They recognized processes, cycles and dynamic in the system as well as the spatiotemporal LTER components. Nevertheless, most of them struggle to demonstrate the carbon cycle, biological mechanisms and the cyclic nature of its processes.

The concept of ecosystem diversity essential variables (EEVs) offers a foundation for ecosystem studies. Identification of EEVs continues to be a challenge in the field of ecology, due to the lack of a conceptual and applied framework. This paper develops a conceptual framework, offering theoretical foundation and a methodology for identifying EEVs, reflecting essential biodiversity and geodiversity variables. We start with a conceptual model of ecosystem essential variables linking biodiversity and geodiversity processes into ecosystem diversity as a web of interactions (WoI). The WoI components and interactions enable the identification of EEVs and their essentiality by relating interactions among diversities to variables that identify them. We tested our conceptual pass way by analyzing drivers and feedbacks of ecosystem processes in the Negev Highlands. Based on the general models and research of the Negev Highlands, we present four steps for EEVs: (1) developing a general conceptual model of the abiotic and biotic components of the ecosystem that links both biodiversity and geodiversity and their interactions; (2) testing the validity of the general model for a specific ecosystem to find out the hydro-geo-ecological drivers and feedbacks controlling ecosystem diversity; (3) constructing a WoI that adds to the regular analysis of an ecosystem as an interaction among geodiversity and biodiversity by breaking down the two components of diversities into subcomponent and their interactions; and (4) translating of the WoI components and interactions to EEVs. We suggest that EEVs should be related not only to the components but also to the interactions among diversities. These steps are essential for developing a scientific framework that allows for systematic identification of EEVs and justification regarding the final selection of the essential variables. We suggest that the approach can potentially be applied to all global terrestrial system.

One of the most serious problems facing our planet is the biodiversity crisis. As a solution to this problem, both scientists and educators have emphasised the need for educating people about how to conserve the Earth’s biodiversity. As a small contribution to this effort, we have designed a learning unit about biodiversity, Nature in a world of change, which has recently been implemented with 74 12th-grade Israeli high-school biology students. This unit consists of two components: an introductory module and a collection of three articles adapted from the primary scientific literature. This paper focuses on an in-depth examination with 25 students participating in the programme’s implementation. The evaluation process includes a self-assessment of prior basic ecological knowledge and a post-test focusing on concepts and issues central to the understanding of biodiversity, such as niche and Simpson’s Index. Analysis of perturbations in a food web (by an invasive species) was a special focus of the assessments, reflecting similar concerns prevalent among the scientific community. The results of this evaluation revealed that students with a solid ecological background could successfully deal with the newly acquired concepts presented in the module and the articles.