Lost in time? Examining university students’ understanding of deep time across Europe

Abstract Background Understanding the concept of deep time is essential for comprehending evolutionary processes, yet research indicates that learners often struggle with grasping vast geological time scales. This study examines the understanding of deep time of first-year university students across 26 European countries and examines its relationship with knowledge about evolution and acceptance of evolution. We assessed students’ estimations of key historical events, including the origin of life, the existence of dinosaurs, and the emergence of humans. Results The results indicate that while most students correctly sequence these events, many hold substantial misconceptions regarding their absolute time frames and points in time. Statistical analyses reveal a weak correlation between the understanding of deep time and knowledge of evolution, while no significant correlation was found between the understanding of deep time and acceptance of evolution. Conclusions These findings suggest that deep time is a distinct conceptual domain that requires targeted educational approaches. Additionally, notable differences between country samples highlight the potential influence of curriculum design, cultural factors, and prior education. Given the fundamental role of deep time in understanding evolutionary change, climate change, and biodiversity loss, there is a clear need for effective educational strategies and innovative teaching tools to enhance students’ comprehension.