The abstraction and application of nature's principles and strategies to solve practical problems ranges from inspiration, to knowledge transfer and emulation, to scientific implementations. The level of abstraction gets higher with increasing depth of research, understanding of biological principles and in the requirements for abstraction, transfer, and implementation. Though learning from nature has a long history in humankind and in science more specifically, it remains controversial whether it is still in its infancy or whether it can be considered established in technology. Nevertheless, as with any new development or innovation that is inspired by nature it starts with an individual having a new idea. Therefore, this manuscript focuses on the audience of biomimetics, that is, the users who are taught in the topic and shall be enabled to actually doing biomimetics in practice.

One key aspect in performing knowledge transfer from nature is the how‐to. The ideas and assumptions of biomimetic practice sound appealing: nature's biological systems have faced the same problems as engineers' technological systems because we share a common environment. The impact of learning from nature can be in science, technology, economy, society at large and sustainability. However, the process, methodology, deeper understanding and implementation of nature's principles in practice remain difficult to conceptualize. The topic is complex, and doing it is, often by definition, an inter‐ and transdisciplinary process. Learning from nature is a promising paradigm for innovation and sustainable design, and 'the scientific challenge now is to transform it into a repeatable and scalable methodology. A first step in this transformation, as presented in this manuscript, focuses on learning the methodology, based on its teaching and training. Therefore, we review and analyze the state of education within formal and private programs, and address the question of different audiences in higher education and practice, who have different learning outcomes and a different set of good practices. To contribute to the development of a repeatable methodology, we present data on tools linked to the process, which can support the content of curricula. As an inter‐ and transdisciplinary topic, several perspectives exist about what learning from nature actually is, how it should be performed, and how it may develop. This paper represents one such view and intends to contribute to the field.

The term biomimetics is used in this manuscript because it is most often used in describing its scientific history and impact, and its process. It has also gained international acceptance, represented by the International Standard on Biomimetics. Furthermore, as per the definition, it can be used to solve practical problems through an ‘interdisciplinary cooperation of biology and technology or other fields of innovation’, using ‘the function analysis of biological systems, their abstraction into models, and the transfer into and application of these models to the solution. As such, biomimetics can combine various disciplines (e.g., natural and engineering sciences, product development, innovation, design) and can impact several fields of application, leading to various subfields of biomimetics. In addition, depending on the depth of application, biomimetics can be considered to be a scientific discipline, an innovation process, or a creativity technique. As such, this manuscript focuses on biomimetics and intends to support its understanding and implementation.

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