Counter-serious and organised crime (SOC) strategies often include an awareness-raising element. Such messaging aims to build support for counter-SOC efforts, and intolerance for organised criminal activity. However, a growing body of research suggests that raising awareness to ‘social bads’ like SOC may risk backfiring by encouraging pessimistic attitudes about whether they can be controlled and could even nudge people to agree with populist narratives which argue that political outsiders represent the only hope for tackling systemic problems. A nationally representative survey experiment in Albania was conducted to test, for the first time, the impact of messages about SOC. Typical of counter-SOC messaging in practice, the first message emphasised the harms SOC causes. The second was more positive, highlighting high levels of social disapproval of SOC, a theme that social norms research suggests may be effective. We find that the first message backfires by reducing confidence in law enforcement and encouraging support for populist ideas. The second message is unexpectedly found to also encourage support for a populist sentiment, while having no positive impact on attitudes about law enforcement. This suggests that even positive messaging about ‘social bads’ can risk triggering unwanted responses.

Urban green spaces are indispensable for the conservation of biodiversity in Germany. In addition, the availability of green areas often provides citizens with the only opportunity to experience nature. Lichens are an important component of urban environments in terms of both species diversity, and ecosystem functions and services. However, they are rarely the subject of biodiversity education. To bolster awareness on their diversity and appreciation, a transformative biodiversity education in both the formal and informal sectors is necessary. This transformative biodiversity education should not only provide knowledge about species and habitats, but also on all dimensions of biodiversity, viz., the three levels of biodiversity, drivers of biodiversity loss, and ecosystem services. For this reason, the design of biodiversity education may be particularly challenging for educators and teachers. This paper shows how biodiversity education projects on urban lichens can be developed in accordance with the principles of transformative education, supporting nature experience, knowledge transfer (species knowledge in a broad sense and interdisciplinary aspects), participation and cooperation, as well as the use of digital media. Two best-case projects, tested in Germany, are presented as examples for the design and implementation of a transformative lichen education in urban areas. A similar approach can be easily applied in other education systems beyond national boundaries.