Earthlearningidea (ELI) is a free online platform offering a wide range of teaching resources focused on Earth science and geography. Primarily aimed at secondary level educators, including teachers, teacher trainers, and trainees, it also provides valuable materials for primary school educators.
Rooted in the CASE model (Cognitive Acceleration through Science Education), each resource introduces Earth science topics through interactive, inquiry-based activities designed to engage students, stimulate critical thinking, and develop investigative skills. These activities use basic materials commonly found in secondary school science labs and come with teacher guidance, handouts, and additional support materials.
With more than 450 activities available, many accompanied by teaching videos, general videos, and extension ideas, ELI provides a rich resource for Earth science educators. All materials are completely free and can be downloaded as PDFs from https://www.earthlearningidea.com, with a new topic published every month.
Since its launch in December 2008, ELIs have been downloaded over 7 million times worldwide. Many of the activities have been translated into 11 languages by experts in geoscience education, making the platform accessible to a diverse, international audience. Additionally, the Earthlearningidea Blog, updated weekly on http://earthlearningidea.blogspot.com, offers further insights and resources.
This presentation will provide an overview of the Earthlearningidea project, its origins, and the scope of its activities. It aims to complement the work of the EGU Geoscience Education Field Officers (GEFO) and highlight how ELI resources support the workshops they conduct in their respective countries.
How to cite: Loader, P.: Earthlearningidea: Enhancing Earth Science Education for Upper Secondary Students, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-7296, https://doi.org/10.5194/egusphere-egu25-7296, 2025.
The NASA’s Global Precipitation Measurement Mission (GPM) Mentorship Program from 2023 hosts a spin-off program dedicated to teachers and educators. A GPM expert connects with Italian school teachers to learn about the water cycle, climate change and precipitation through the lens of the GPM mission. The main focus of the project is to provide information and tools to teachers in order to be able to pass the scientific knowledge to their students. After three lectures about water cycle, weather and climate, and the GPM mission and its applications, the teachers aided by the GPM expert develop a practical project with the students. The project integrates local pedagogic and administrative realities by aligning with national curricula, addressing teacher participation and career development requirements, and incorporating topics of local and professional interest.
The project is multidisciplinary and focused on precipitation, from measurement using rain gauges deployed in the school yard, to data analysis comparing measured data with GPM satellite retrievals. Classroom discussions on precipitation trends and changes lead to climate change awareness and link this project to other programs on sustainability developed by the schools. This paper will provide an outline of the program, an overview of the practical projects led by the teachers and links to material available in Italian and English ready to use in the classroom. The program is in constant development, including expansion to other countries, to make educational material available in different languages to reduce language barriers and increase exposure opportunities of Earth observation data to younger generations.
How to cite: Milani, L. and the GPM Mentorship Program - Italian Educator Track: Bringing NASA Earth Science Data in the Classroom: NASA GPM Mentorship Program – Educator Track, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-7475, https://doi.org/10.5194/egusphere-egu25-7475, 2025.
The Low Frequency Array (LOFAR) is one of the most advanced radio telescopes in the world. When radio waves from a distant astronomical source pass through the Earth’s upper atmosphere, plasma structures act as lenses. The refraction of these radio waves, and their subsequent interference, significantly affects the received signal. Activities have been developed for secondary school students aged between 16-18 based on these observations.
Students are given research data from LOFAR and work in groups to interpret these observations, drawing on material from both geometric optics and astronomy. They are also introduced to key research skills, such as how to create a numerical definition of a phenomena which is clear, rigorous and well-documented. These activities were developed with reference to the Oxford, Cambridge and RSA Exam Board A-level Physics Specification in the UK. They have been trialed and refined in a secondary school, are now made available to the wider community.
How to cite: Wood, A., Dorrian, G., Boyde, B., and Fallows, R.: Radio Astronomy, the Earth’s Atmosphere and Geometric Optics: A Hands-On Activity for Secondary School Students, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-8917, https://doi.org/10.5194/egusphere-egu25-8917, 2025.
The EXPLORE and STEMMOS two complementary Erasmus + projects aim to transform space science education across Europe by integrating hands-on experiences, digital tools, and interdisciplinary learning approaches.
The EXPLORE Project, led by the Austrian Space Forum (OeWF), engages students and educators in planetary science and human space exploration through innovative toolkits, real-world simulations, and training sessions. Implemented in collaboration with EA, NUCLIO, COSPAR and Biosky, the project provides participants with practical experience in mission planning and execution.
Central to EXPLORE are two Student Analog Missions, scheduled for June 2025 and spring 2026 in Alqueva, Portugal. These missions simulate human Mars expeditions, immersing students in roles as analog astronauts and mission support personnel. Participants will carry out scientific experiments, habitat operations, and extravehicular activities, gaining the essential 21st-century skills of problem-solving, teamwork, and decision-making under simulated extraterrestrial conditions.
A core component of the project is the development of physical and virtual toolkits to support experiential learning. Physical toolkits include sensors, data collection devices, and planetary surface models. Virtual toolkits provide mission planning software, interactive simulations, and digital learning resources, making planetary exploration accessible to diverse educational levels.
EXPLORE offers training sessions for teachers, students, and schools to ensure the effective implementation of the toolkits. These sessions improve digital and scientific literacy, enabling participants to engage in space exploration activities. In addition, the project will provide in July 2025 a summer school for teachers, offering professional development on integrating space science into classroom practices.
Meanwhile, the STEMMOS Project focuses on enhancing digital and STEAM competencies through Earth, Moon, and Mars Observation (EMMO) science. Led by Munster Technological University’s Blackrock Castle Observatory (Ireland), the project brings together five partners: NUCLIO, EA, Stem Education LTD (Bulgaria), NOA, and OeWF. STEMMOS aims to inspire students and educators by integrating digital tools, robotics, satellite data and innovative teaching methodologies.
Key STEMMOS activities include national training sessions, a summer school, and experiential space science festivals in Ireland and Greece. Over 500 educators and 1,000 students will be directly engaged, with a focus on promoting gender inclusivity and diversity in STEAM education. The project features a Massive Open Online Course and a dedicated STEMMOS Hub, providing educators with freely accessible resources for interactive learning.
Both projects emphasize interdisciplinary collaboration, bridging education and space exploration. While EXPLORE immerses students in realistic Mars mission scenarios, STEMMOS focuses on teaching EMMO science through digital tools and hands-on learning; both provide comprehensive training for educators.
Together, these initiatives create a lasting educational impact by connecting participants with cutting-edge space science, fostering sustainable teaching methodologies, and preparing future generations to address global challenges through careers in science, technology, and exploration.
By advancing analog mission research, promoting space science education, and creating engaging learning environments, EXPLORE and STEMMOS contribute to Europe’s educational landscape. Both projects serve as platforms for building digital competencies, encouraging diversity, and equipping students with the skills to explore the next frontiers of satellite data and human space exploration.
How to cite: Özdemir-Fritz, S., Groemer, G., Rojas, G., Doran, R., Lazoudis, A., McCarthy, F., Fergus, L., and Salta, F.: Space Science Education through EXPLORE and STEMMOS Initiatives, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-10121, https://doi.org/10.5194/egusphere-egu25-10121, 2025.
The declining popularity of geosciences in higher education (HE) globally has increased concern about an emerging skills gap in the geoscience workplace. Australia, Canada, the US, the UK, and Italy have observed a decline in graduates, enrolment, and/or applicant numbers of typically 20 to 40% in graduate/undergraduate geoscience programs since 2013. Geoscience educators tend to attribute these trends to negative public perception of geosciences in relation to environmental and climate change and general lack of awareness about societal relevance of the field.
The opposite trend has been observed in Finland over the past eight years. Degree programmes in geology or geosciences in Finland have jointly experienced a total increase of ca. 70% both in applicant numbers (2020–2024) and enrolment (2015–2024). The Finnish geoscience education community coined the term “Finnish phenomenon” to describe these positive observations. However, the reasons behind these observations remain to be understood. As the overall applicant numbers to Finnish universities do not follow these trends, education system level effects can most likely be ruled out.
This contribution explores some of the activities and changes in the Finnish geoscience higher education processes during the past ca. 10 years that could explain the “Finnish phenomenon”:
1. Changes in the Finnish HE admission system
In 2015, the Finnish HE application process (joint application system) was transferred to the digital Studyinfo.fi-portal (https://opintopolku.fi/konfo/en/). Since 2022, all geoscience degree programmes have hosted a joint landing page within the portal to enhance the visibility of the field.
2. International Earth Science Olympiad (IESO) activities
Since 2018, the visibility of geosciences in Finnish schools has been enhanced through the activities of the International Earth Science Olympiad (IESO). National IESO efforts coordinated through the Geological Society of Finland have increased the visibility of geosciences among students and led to success in the international competitions.
3. Upper secondary school collaboration in geosciences
Geosciences are not taught as a separate subject in Finnish upper secondary schools. Since 2020, secondary school collaboration has been systematically enhanced especially at the University of Helsinki through a working group that includes staff, students, City of Helsinki education services, and schoolteachers.
4. The FIN-GEO network
One of the major joint efforts in the Finnish geoscience education community in recent years has been the FIN-GEO project funded by the Ministry of Education and Culture of Finland in 2021–2023. The FIN-GEO network significantly strengthened cooperation in the education of geosciences, utilizing the mutual research profiling of the parties in the development of educational offerings and the relevance of working life. The annual geoscience first-year questionnaire launched by the FIN-GEO network in 2022 has found that the Studyinfo.fi-portal alongside geoscience-specific media coverage and university webpages have been the most important sources of information for aspiring students.
Further analysis of these results is ongoing, but combined the actions listed above appear to have positively affected interest in higher geoscience education, which could serve as a useful template elsewhere as well.
How to cite: Säilä-Corfe, L., Heinonen, A., Kotilainen, M., Seitsamo-Ryynänen, M., Jilbert, T., Whipp, D., Kultti, S., and Kuosmanen, N.: The “Finnish Phenomenon” in Geoscience Education, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-12617, https://doi.org/10.5194/egusphere-egu25-12617, 2025.
This project, INGE – The Earth’s Interior Through Geophysics, introduces students to the Earth's internal structure, fostering curiosity and providing a foundation for understanding geophysical concepts across educational stages. Initially designed for younger students before they reach upper secondary education, the project highlights a scalable approach to ensure its future relevance for diverse age groups.
The project’s core objective is to deliver engaging lessons about the Earth’s layers—crust, mantle, outer core, and inner core—focusing on their composition, physical states, and discovery through seismic methods. Activities include creative tasks such as coloring cross-sections of the Earth and exploring the contributions of key scientists. These resources aim to build a gradual understanding of geophysical concepts, fostering curiosity and engagement at an early stage.
The future development of the project includes adapting its content for older students, incorporating more advanced concepts such as the role of geophysics in understanding Earth's processes. This flexibility is intended to align the project with the needs of upper secondary education, supporting a continuum of Earth Science learning and contributing to its relevance in addressing global challenges.
As part of this submission, we will present examples of the educational materials prepared for school and library visits and share the experiences gathered from the project’s initial outreach activities. These visits provided valuable insights into the engagement and learning outcomes of younger students, offering a basis for refining and expanding the project’s approach to broader audiences.
Evaluation methods include feedback from students and teachers during these visits. Visual scales measure student satisfaction, while teacher insights help refine activities and resources. Student-created models of the Earth serve as tangible representations of learning outcomes, highlighting the effectiveness of the project in fostering understanding.
By introducing geophysical concepts early and planning for their adaptation to advanced levels, INGE demonstrates how innovative teaching strategies can inspire sustained interest in Earth Sciences. This submission aligns with the session’s goals by showcasing an adaptable initiative designed to enhance engagement with Earth Sciences, sharing best practices from the project’s early stages, and contributing to a stronger support network for Earth Science education.
Note: All authors contributed equally to the development of this work. The order of authorship was determined with the first author designated as the presenter and the remaining authors listed alphabetically by first name.
How to cite: Constantino, R., Sales, C., Havana Rodrigues Silva, C., Cassola Molina, E., Aparecido das Chagas Silva1, G., Bizzocchi Barcelos Felix, J., Candeias, L., Rothman, R., and Satie Faria Nishimi, S.: Engaging Young Minds: Introducing Earth's Inner Structure Through Geophysical Education (INGE), EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-18033, https://doi.org/10.5194/egusphere-egu25-18033, 2025.
Tackling the urgent challenges of climate change and environmental degradation requires transformative educational approaches that equip students with the knowledge and competencies to act on sustainability issues. These interdisciplinary challenges demand more than theoretical understanding — they require skills in analyzing environmental data, much of which is derived from space-based measurements. To address this need, educators must develop proficiency in three key areas: environmental (green) literacy, spatial awareness, and digital competency.
The GEO-Academy, a project under the Erasmus+ Teacher Academies initiative, aims to strengthen these core competencies in educators by integrating Earth Observation (EO), Geographic Information Systems (GIS), Remote Sensing, and geo-storytelling into teaching practices. Bringing together experts in education, climate science, and space technologies, the project supports pre-service and in-service teachers across Europe, empowering them to incorporate cutting-edge digital tools and sustainability topics into their classrooms. By focusing on green, spatial, and digital competencies, GEO-Academy prepares educators to foster a new generation of environmentally conscious citizens.
At the heart of the project is the development of the GEOBSERVE platform, a central hub offering teachers access to online courses, teaching resources, and collaborative opportunities. Through this platform, educators can participate in both national and international training programs and connect with a growing community of practice. GEO-Hubs, established at the national level, further encourage collaboration between schools and local stakeholders, enabling the exchange of best practices in sustainability education.
One of the project’s key innovations is geo-storytelling, an educational method that integrates spatial data into digital narratives. Geo-storytelling allows students to visualize complex environmental data through interactive maps and multimedia content, turning abstract sustainability concepts into relatable, real-world issues. By incorporating text, images, audio, and video into map-based storytelling, educators can enhance students' critical thinking, creativity, and digital literacy while deepening their understanding of climate and environmental challenges.
Beyond equipping students with essential skills, GEO-Academy strengthens teachers' own competencies in utilizing space-based technologies and geo-technologies. The project promotes a hands-on, participatory learning environment where educators and students collaborate on addressing real-world sustainability challenges. This dynamic approach fosters the development of spatially literate, digitally skilled, and environmentally aware individuals capable of contributing to global sustainability efforts.
By integrating geo-technologies and sustainability practices into education, GEO-Academy empowers educators and students to engage with pressing environmental issues in an informed and proactive manner. The project ultimately supports global cooperation and policy initiatives aimed at mitigating climate change and promoting sustainable development through innovative education.
How to cite: P. Correia, G., Özdemir-Fritz, S., and Katikas, L. and the GEOAcademy Project Team: Empowering Educators with Geo-Technologies for Sustainable Development through GEO-Academy, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-19011, https://doi.org/10.5194/egusphere-egu25-19011, 2025.
Environmental education is becoming more crucial with the increasing challenges posed by environmental hazards.
At CAMS NCP (Copernicus Atmosphere Monitoring Service National Collaboration Program atmosphere.copernicus.eu/cams-national-collaboration-programme), we aim to introduce high school students to the topic of air pollution.
Through our projects, we demonstrate how to process and interpret data from the Copernicus Atmosphere Monitoring Service (CAMS) to provide students with valuable insights, especially within the context of the impact of air quality on health.
Our pilot project involved three high schools in Warsaw.
The outcome was the development of two comprehensive projects, each available in two formats: an individual project for completion on personal computers or in a computer lab and a worksheet for use directly in the classroom without additional materials or computers.
- The impact of air pollution on health
- Spatial and seasonal variability of air pollution in Europe and Poland
These projects aim to enhance students' understanding of air quality issues and foster analytical skills through hands-on data interpretation.
Since the lesson's scenarios were ready for uptake by teachers lecturing on environmental sciences, the dissemination of the materials was successful, also because of the application of social media channels for distributing the information about our initiative.
How to cite: Drzewiecki, P.: Engaging high school students in air quality monitoring and issues related to the impact of air quality on health, using CAMS (Copernicus Atmosphere Monitoring Service) data., EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-19335, https://doi.org/10.5194/egusphere-egu25-19335, 2025.
Natural Sciences (Biology, Chemistry, and Earth Sciences) are mandatory subjects across various types of Italian high schools. Among the three disciplines, Earth Sciences are underrepresented compared to Biology and Chemistry in terms of curricular emphasis (Occhipinti, 2014; Boniello, 2016). The Italian guidelines for Natural Sciences, modified since 2010, integrate Earth Sciences into the curriculum for either four or one year(s), depending on the type of upper secondary school. These guidelines cover topics such as Earth movements, geomorphology, minerals and rocks, volcanoes and seismicity, and global tectonics.
To support Italian Natural Sciences teachers in Earth Science education, a five-year Earth Science curriculum was developed, emphasizing STEM competencies, student-centered learning, and the integration of authentic data (Gravina T. & Iannace A., 2024a). All along the 2024/25 academic year, this curriculum will be experimentally implemented in selected schools following teacher training sessions and teacher and students pre-/post-evaluation using validated questionnaires (Gravina T. & Iannace A., 2024b). Fourteen upper secondary schools from across Italy participated in the experimental phase, involving approximately 40 teachers and 3,000 students. The pre-surveys examined students' needs, interests, and self-confidence in Earth Sciences, with particular attention to their preferences regarding topics included in the Italian National Guidelines.
Preliminary results revealed that, among the Earth Science topics outlined in the Italian National Guidelines, students expressed less interest in geological subjects such as plate tectonics and minerals and rocks. Conversely, they appeared more engaged with topics like astronomical geography, which are no longer included in the Italian National Guidelines for Natural Sciences and are not traditionally classified as Earth Science topics. These findings offer valuable insights for teachers and researchers in Earth Science education, first of all the question how much dislike for such topics is a consequence of the way they are taught and, consequently, supporting the elaboration of educational materials and activities designed to engage students and raise their interest in Earth Science topics.
How to cite: Gravina, T. and Iannace, A.: Which Earth Science Topics Do You Like the Most? A Survey Among Italian Upper Secondary School Students, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-5115, https://doi.org/10.5194/egusphere-egu25-5115, 2025.
In the school curriculum of French children, 1/3 of the programs of the « Life and Earth Sciences” (SVT) are devoted to geosciences. Considered as a societal issue, geosciences are at the heart of high school programs, whether this teaching is chosen by students as a specialty or not. The public affected is therefore very wide and heterogeneous.
The practical approach, particularly through modelling, simulation or direct observation is a crucial lever to help all students grasp sometimes complicated concepts.
Geosciences combine entities of volume, time and space at very different scales : from the crystalline mesh to the entire orogen, from the limestone to the foraminiferous, from the duration of a varve to that of eons ; scales with which it is necessary to be able to juggle.
We propose here different practical activities carried out by our high school students that make it possible to make the Earth Sciences concrete and tangible. In addition, these activities that value multiple skills allow students to discover the richness of geoscience disciplines and the different professions related to it.
How to cite: Veltz, I. and Bour, V.: The key role of practical activities in geoscience education., EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-2057, https://doi.org/10.5194/egusphere-egu25-2057, 2025.
How to study the small particles of the solar system while staying on my street?
Student work supervised by Christophe Verna, SVT teacher
As part of the 2024 Geoscience Olympiad, whose theme was "Geology on my street", I supervised a group of students with the aim of collecting micrometeorites at the high school. They then posed the following problem: How to study the small particles of the solar system while staying on my street?
To begin, the students designed two micrometeorite collection systems: On the one hand, a system designed from a plastic bottle equipped with powerful magnets and then connected to a gutter collecting rain from a large glass roof of the high school; on the other hand, a system designed from a stretched tarpaulin, with a hole in the middle and connected to a sieving column. They then looked in the collected samples for structures with the shape and appearance of micrometeorites using binocular magnifying glasses. They identified a few dozen specimens. All that remained was to analyze them. They then contacted Mr. Leroux, director of the Chevreul Institute in Villeneuve d'Ascq, a CNRS research unit working in the field of chemistry and materials. They were thus able to observe in more detail the surface and chemical composition of these particles using a scanning electron microscope. After analysis, the extraterrestrial origin of some of this dust was indeed confirmed!
In the end, the students were satisfied to have completed this investigation. This collective work based on experimentation, the experimental approach, the creation of prototypes, allowed the students to develop their autonomy and to deepen their knowledge of the solar system.
How to cite: Verna, C.: How to study the small particles of the solar system while staying on my street?, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-2396, https://doi.org/10.5194/egusphere-egu25-2396, 2025.
Practical work, particularly field-based work, is essential in science education as it allows students to actively engage with real-world contexts, fostering deeper understanding of scientific concepts, critical thinking, and scientific inquiry skills (Almeida et al., 2001; Millar, 2004). The project "A Sea of Opportunities" was designed with these principles in mind and implemented in May 2024 at St. Paul’s School in Coimbra, Portugal. This project followed Nir Orion's three-moment methodology (Orion, 1993; Orion & Hofstein, 1994): first, in-school sessions introduced the scientific base concepts, the goals, tasks, and the field class location, familiarizing students with what to expect. The second phase was the field class itself, and the third involved post-fieldwork classroom activities to consolidate learning.
The project was grounded in the Student Profile at the End of Compulsory Education (PASEO) (Martins, 2017) and the Domains of Curricular Autonomy (DAC), as established by Portuguese law in Diário da República n.º 149/2018, described as “an intersection of learning from different disciplines that explores pedagogical-didactic paths, privileging practical and/or experimental work and the development of research, relational, and analytical skills.” This interdisciplinary initiative also aligned with the United Nations' 2030 Sustainable Development Goals (SDGs), particularly SDG 13: Climate Action, which focuses on taking urgent action to combat climate change and its impacts and SDG 14: Life Below Water, which emphasizes the conservation and sustainable use of marine resources (United Nations, n.d.).
Students began by researching the historical and contemporary importance of the ocean to Portugal and to the world in general. A field trip to the rocky shore of Buarcos, Figueira da Foz, introduced students to the intertidal ecosystem, where they worked in groups to observe, photograph, and identify marine species, as well as measure the pH and temperature of the water in tide pools. They also collected algae samples and applied the quadrat sampling method for organism counting, focusing on the methodology rather than complex biodiversity index calculations. Additionally, the students contributed to marine conservation by collecting beach litter, following an adapted version of the "Guideline for Monitoring Marine Litter on the Beaches in the OSPAR Maritime Area" (OSPAR Commission, 2010).
Back in the classroom, students monitored the drying process of algae specimens and curated an herbarium (algarium) for the school. These activities not only enhanced their understanding of ecological methodologies but also highlighted the critical role of individual and collective actions in protecting the oceans and marine ecosystems.
The feedback from students was very positive. They showed considerable interest, enthusiasm, and engagement throughout the activities, particularly during fieldwork. Building on this success, the field trip to the rocky shore of Buarcos will be repeated this year. This progression reflects the potential of interdisciplinary and practical activities to inspire meaningful learning experiences.
How to cite: Marques Figueiredo, A. C.: A Sea of Opportunities - Exploring interdisciplinarity for ocean sustainability, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-4492, https://doi.org/10.5194/egusphere-egu25-4492, 2025.
In recent years, 3D printing has emerged as a transformative tool in education, providing students with hands-on learning experiences that deepen their understanding of complex concepts. By integrating 3D printing into the curriculum, educators can enhance student engagement and improve learning outcomes across various subjects, particularly in the fields of earth science and seismology.
3D printing allows students to visualize and interact with abstract concepts, making it an invaluable resource in the classroom. Traditional teaching methods often rely on static images and diagrams, which can limit comprehension. In contrast, 3D printed models offer tangible representations of complex systems, enabling students to explore and manipulate these models for a more immersive learning experience.
One engaging project for undergraduate students is to design and create a 3D printed seismology model that illustrates how seismic waves travel through different layers of the Earth. This project can help students understand the structure of the Earth, the behaviour of tectonic plates, and the principles behind earthquake generation and measurement. Students begin by researching the Earth’s layers (crust, mantle, outer core, inner core) and the types of seismic waves (P-waves and S-waves) generated during an earthquake.Using 3D modeling software, students create a layered model of the Earth, highlighting different materials and colors for each layer. They can also incorporate features that represent tectonic plate boundaries. Students can design small waveforms or arrows that represent the movement of seismic waves through the model, illustrating how these waves differ in speed and behaviour as they pass through various materials. Once the design is complete, students use slicing software to prepare the model for printing and then print the pieces using the 3D printer. After printing, students assemble the model and present their findings to the class, explaining how seismic waves travel through the Earth and how they relate to tectonic activity.
Learning Outcomes:
- Students will gain a deeper understanding of the Earth’s internal structure and how seismic waves are generated and transmitted.
- The project fosters critical thinking and problem-solving skills as students engage in research, design, and collaboration.
- By creating a physical model, students enhance their spatial reasoning and visualization abilities.
By incorporating 3D printing into earth science curricula, educators can create a dynamic learning environment that fosters curiosity and enthusiasm. Students not only engage with the material in a hands-on way but also develop valuable skills in technology, collaboration, and creativity.
3D printing is revolutionizing education by offering students innovative ways to explore complex concepts in earth science. By engaging in projects like the seismology model, undergraduate students can enhance their understanding of seismic activity, tectonic plates, and the Earth’s internal structure. As educators embrace this technology, they can cultivate a more engaging and effective learning experience that prepares students for future challenges in science and technology.
How to cite: Profiroiu, C.: Integrating 3D Printing in Education: Enhancing Student Engagement through Seismology Projects, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-5225, https://doi.org/10.5194/egusphere-egu25-5225, 2025.
In this age of rapid environmental changes, geoscience education becomes even more necessary to achieve sustainability across the ecological transition. In front of this need, in Italy, as well as in many other countries, the teaching of geosciences – even if it is prescribed in all grades of compulsory education – is often neglected, mainly for lack of specific teachers’ training.
To overcome this criticality, in 2019 EGU appointed, trained, and funded four Geoscience Education Field Officers (GEFOs) to run practical workshops on curricular geoscience topics for teachers in four European countries (France, Italy, Portugal and Spain), followed by more GEFOs enrolled in the successive years. One of authors (G. Realdon) was appointed as GEFO for Italy.
Italian GEFO’s activity, started in July 2019, then interrupted by COVID-19 pandemic in the period from early 2020 to fall 2021, resumed at full swing in fall 2022 and has been continuing steadily to present.
Since the beginning, the outcomes of the workshops have been monitored through an evaluation questionnaire, agreed and applied by all GEFOs in their respective countries.
The number of workshops carried out in Italy between 2019 and 2024 amounts to 37, with 562 participants in 12 regions spanning the whole country.
Most of the teachers (88.2%) were women, 78.3% consisted of confirmed teachers and 54% had been teaching for 7-25 years. Lower secondary school teachers accounted for 36 % of the sample, followed by primary school teachers (27.2%) and upper secondary school teachers (23.7%).
Teachers’ appreciation of the workshop was assessed through three 5-point Likert scale questions. A question about teachers’ interest in the workshops obtained a mean score of 4.82, another about their professional interest received a mean score of 4.72 and a third one about their interest in attending other workshops obtained a 4.75 mean score.
Finally, teachers were asked for comments about the workshops and suggestions for future workshops. These open answers were analysed through deductive content analysis, by applying the coding categories already used in previous studies on GEFO workshops’ participants.
The collected comments were 396, 31.6% of which expressing general appreciation for the workshop and the trainer, 26% praising the practical aspects, and 20.7% the theoretical/pedagogical knowledge provided by the workshop. The suggestions provided by the teachers were 95, 36.8% of which proposing to address other topics or subjects, and 26.3% providing methodological/organizational recommendations. Finally, requests for more or longer workshops or expressions of general approval (e.g., “go on this way”) together accounted for 38.4% of the answers.
These results encourage the continuation and - if possible - the expansion of the project to reach more teachers. There remains the critical issue represented by the fact that still a large proportion of Italian natural sciences teachers do not receive adequate academic or in-service training in the geosciences: only a national initiative by the Ministry of Education could reach all teachers who need it and - through them - future Italian citizens.
How to cite: Realdon, G., Gravina, T., Occhioni, M., Beccaceci, A., Stacchiotti, L., Invernizzi, M. C., and Paris, E.: Teachers’ professional development in Italy: assessment of EGU Geoscience Education Field Officer (GEFO) programme after five years of activity, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-5557, https://doi.org/10.5194/egusphere-egu25-5557, 2025.
The Măgurele Science and Technology Summer School (MSciTeh) is an annual initiative dedicated to advancing STEM education with a strong emphasis on geosciences, organized through a collaboration of leading research institutes, universities, and NGOs. Participants, including STEM pre-university teachers and undergraduate students pursuing a didactic career path, engaged in diverse activities that balanced theoretical learning with hands-on applications. The program was structured around two main components: fieldwork activities and visits to advanced research infrastructures.
Fieldwork activities emphasized Romania’s unique geological heritage, with participants visiting the Buzău Land UNESCO Geopark to study geological formations such as active mud volcanoes and analyze processes like erosion and sedimentation in natural environments. These field experiences allowed participants to connect geoscience concepts to real-world phenomena, deepening their understanding of Earth’s dynamic processes and their implications for environmental sustainability. Complementing these field explorations, participants also engaged in research infrastructure visits and laboratory-based workshops providing insights into cutting-edge scientific tools and techniques used in Earth Science monitoring and research. These visits highlighted the role of state-of-the-art research infrastructures in addressing global challenges such as natural hazard mitigation and climate resilience.
Collaborative projects were a core element of the program. Participants worked in interdisciplinary teams to tackle contemporary geoscience challenges, such as sustainable resource management and climate adaptation. Workshops utilizing advanced GIS tools supported these projects, fostering critical thinking, creativity, and teamwork. Guest lectures further enriched the experience, providing insights into the latest research and innovative teaching methodologies. A highlight of the program was the one-day workshop delivered by the EGU Geoscience Field Officers (GEFOs), who utilized Earth Learning Idea activities to demonstrate innovative, classroom-ready approaches for engaging students in Earth Science concepts. (earthlearningidea.com).
Beyond the structured activities, the 2024 edition of MSciTeh distinguished itself through its international reach, made possible through the support of the EGU Geosciences Education Events (GEE) program, which significantly enhanced its impact. Educators and instructors from various countries brought diverse perspectives and pedagogical approaches, promoting the exchange of best practices and strengthening the program’s relevance to a global audience.
Thanks to its dynamic structure, MSciTeh empowered participants with the knowledge and skills to advance STEM education. Teachers left the program equipped with innovative tools and methodologies to bring geosciences into their classrooms, while students were inspired to pursue careers in STEM and geosciences. Educators attending the European Geoscience Union General Assembly 2025 are invited to join the next edition of MSciTeh. This unique opportunity offers professional development, international collaboration, and the chance to contribute to advancing geoscience education.
How to cite: Tataru, D., Simionescu, C., Nastase, E., Cerbu, B., Petrescu, A., Macovei, A., and Puisor, A.: Geosciences at the Core of STEM Learning: Highlights from the 2024 Măgurele Summer School, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-5702, https://doi.org/10.5194/egusphere-egu25-5702, 2025.
From the classroom to the ocean, using GIS technologies is only one step. Our project has shown that climate change education can be engaging and relevant. Through GIS, we have opened a new stage in learning about our oceans. The European project "GIS FOR GIST OF EUROPE" is of KA220 type and runs from December 1, 2022 to May 31, 2025. Its main objective is to address the problem of climate change by integrating GIS into school curricula in the curricular area of science. Climate change education and marine education are complex, innovative and interdisciplinary.
The institutions involved in the project are from Romania CF "Unirea" Pașcani Technical College as coordinator, from Belgium, EUROGEO and Sint-Lodewijkscollege, from Latvia Riga Secondary School No. 25, from Spain Universidad de Zaragoza and Turkey Yenilikçi Eğitim Derneği. The 'Erasmus+' project uses GIS technologies to create detailed ocean maps, analyse marine biodiversity, simulate the effects of sea level rise and monitor changes in marine ecosystems.
The link between teaching activities and the Erasmus project is relevant through international collaboration and project results. Three major results stand out: a series of case studies on climate change, including related to hydrological hazards or the level of the Planetary Ocean, an e-learning module on climate change as a course and an open source "GIS FOR FUTURE" platform.
Given that all project partners have direct access to the seas and oceans, the impact of the Erasmus project on the aquatic environment has been major, along with a much greater conservation of marine waters. Through the lesson "Rising Ocean Levels" the students analyzed the impact of expanding and flooding shores, the impact of rising sea levels on agriculture, wetlands, population and human settlements.
Through the study of surface water dynamics and ocean acidification, students gained solid scientific knowledge and developed critical thinking aimed at finding solutions to protect marine ecosystems
We have created a wealth of interactive digital materials (GIS maps, questionnaires, presentations) that have allowed us to participate in numerous scientific events, facilitating the exchange of knowledge between teachers and students. Lesson models such as "The Golf Stream", "Balance between ecological reserve and deficit", "Sea level rise" can be used after the completion of the Erasmus project on the "GIS FOR FUTURE" course platform. Through my optional geography course "Geography of the future. Climate Change and GIS Innovations", but also through the lesson plans created and case studies, we have contributed to improving the quality of marine science education. From the classroom to the ocean, GIS can connect us with the future of our planet. Through this Erasmus project, we have equipped students with knowledge and tools to face the challenges of climate change. Together, we can create a future where our oceans are healthy and protected.
How to cite: Elefteriu, C.: The Erasmus project "GIS FOR GIST OF EUROPE" and its impact on marine education, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-5856, https://doi.org/10.5194/egusphere-egu25-5856, 2025.
The EARTHLEARNINGIDEA (“ELI”) concept was born in 2007 following a failed bid by the International Geoscience Education Organisation (IGEO) to present Earth science teaching workshops, to teachers in developing countries during the 2008 International Year of Planet Earth (IYPE). Masterminded by the late Professor Chris King and two colleagues on a volunteer basis, the initial plan was to publish a new activity every week for the year on a specially designated website. Each activity presented an Earth science topic using an interactive, inquiry-based approach to educate and motivate pupils, whilst developing their thinking and investigative skills.
Originally designed to be a practical resource for teachers and teacher trainers all over the world, the activities use simple apparatus likely to be found in ordinary secondary (high) school science labs, whilst focusing on simple ideas. This proved to be extremely successful, and the project was extended when analysis of internet data showed that Earthlearningidea activities (ELIs) were being accessed most frequently in developed countries. There are now over 450 activities, many with accompanying teaching videos (based on the CASE model), general videos and extension ideas. All are FREE to download from https://www.earthlearningidea.com, with a new topic published every month.
Since December 2008, over 7 million downloads of activities, videos and workshops have been made from all over the world and, with the help of international colleagues in geoscience education, many of the activities have been translated into 11 languages. The website has also been supported by an Earth Learning Idea Blog which posts every Monday and, since its start, has reached most countries of the world and been accessed in over 12,500 towns and cities (http://earthlearningidea.blogspot.com).
This poster provides an insight to the background and an update on the Earthlearningidea project. As such, it is designed to complement the GIFT workshops run by EGU Geoscience Education Field Officers (GEFO) during the General Assembly and to reflect the range of Earthlearningidea activities that play an important part in the workshops undertaken in their respective countries. It is also presented in fond memory of Professor Chris King who was the instigator and inspiration of this and so many other geoscience education projects in the UK and overseas.
How to cite: Loader, P.: Earthlearningidea: Supporting Earth Science in Upper Secondary Education, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-5865, https://doi.org/10.5194/egusphere-egu25-5865, 2025.
Engaging stakeholders and the public in the planning, implementing, and monitoring of restoration activities is key to the successful long-term restoration and protection of wetlands as life-supporting systems. In our Horizon Europe project Restore4Life (https://restore4life.eu/citizen-science/), we have developed a set of innovative offline and online wetland education tools to raise awareness for the significance of large-scale holistic restorations of functions and ecosystem services provided by European wetlands.
Based on gaps and needs identified in wetland education, we selected ten key topics for further development, such as water retention, habitat assessment, carbon sequestration, water purification, flood control, and recreation. These tools primarily target secondary high school students aged 10-18. The framework follows the "5E" Instructional Model (Engage, Explore, Explain, Extend, Evaluate). This constructivist lesson planning approach encourages active learning by building on students' curiosity.
Furthermore, we developed the “Blue-Green Space4All” game as a dynamic Wetland Fresk, available in both online and offline formats. It is designed for children and adults to learn about the value of restored wetlands and can also be used in restoration planning by decision-makers and stakeholders. The offline prototype consists of hexagon-shaped cards that form a dynamic grid, enabling users to explore the interplay between actors, processes, and wetland functionality. Offline and online game versions follow a storyline where players journey along the Danube, encountering physical, chemical, and biological processes shaping wetland dynamics.
Finally, two mobile applications for citizens and stakeholders were developed to enhance wetland assessment engagement and efficiency. The “Wetland4Life” app empowers citizens to classify and identify wetlands, collect data, and gain insights into their characteristics and health. The “Solution4Life” app is designed for environmental managers and stakeholders, providing a quick and efficient way to assess the restoration potential of wetlands and determine priorities for interventions. Both apps rely on a robust scoring matrix to classify wetlands, providing clear and actionable insights that guide decision-making and enhance conservation and management efforts. Restore4Life is funded by the European Union.
How to cite: Weigelhofer, G., Costea, G., Grandjean, T., Feldbacher, E., Rosenberger, C., Grabić, J., Cerba, D., de Haney, S., Weidendorfer, J., Miklosova, V., de Kinder, P., Petrea, S., Geamana, N., Adamescu, M., Mikuska, A., Radulovic, S., Dreskovic, N., Srdjevic, Z., and Gheorghiu, C. and the Restore4Life Team: Innovative Wetland Education and Citizen Science tools to empower people taking part in wetland restoration (Restore4Life), EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-11433, https://doi.org/10.5194/egusphere-egu25-11433, 2025.
Environmental problems and especially the problem of environmental pollution is one of the main problems that pose great threats to humans and other living things today and that all countries of the world should take measures. The problem of environmental pollution, which has been discussed for centuries and defined as a global problem in recent years, has become more evident with the increase in economic activities (Özoğlu, 2023). Waste materials affecting the environment are gradually increasing and pose a significant threat to the lives of humans and other living things. Based on this current problem, an educational material on ‘Layers of the Atmosphere’ was prepared for the 10-15 age group by using all kinds of waste materials that have the potential to pollute the environment. With the help of the prepared material, a test comparing verbal and visual expression was applied to the 10-15 age group. Firstly, a verbal explanation was given about the layers of the atmosphere without using any material. After this verbal explanation, a pre-test consisting of 10 questions on the subject was applied to this group of students for 10 minutes. Then, the subject was visually explained to the students using our educational material prepared from waste. The post-test (same questions) was applied to the same students again (within the same time frame) and the results were analysed. When the results were analysed, it was seen that the correct rate in the post-test increased compared to the pre-test, and the number of blank and incorrect questions decreased. When these tests are analysed, it can be said that visual expression is more effective on students than oral expression. It is thought that this project will increase the environmental awareness of the 10-15 age group.
How to cite: Karslı, M. and Uçar, Ş.: Layers of the Atmosphere, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-13037, https://doi.org/10.5194/egusphere-egu25-13037, 2025.
One of the key challenges in high school physics and environmental education is teaching students the methods of scientific research and emphasizing its practical applications. An especially effective strategy involves engaging students in conducting simple environmental measurements, processing and analyzing the data, as well as comparing their results with those provided by professional monitoring stations.
In this high school methodological research, we present the results of a student project developed to investigate classrooms air quality. The project was carried out in three different schools in Hungary, Serbia, and Slovakia. During the tests, we observed changes in the concentrations of carbon dioxide and PM2.5 particles throughout the day in classrooms and school gym using the AirVisual Pro Monitor with a 5-minute time resolution. The data was downloaded via a mobile application. During the measurements, we monitored the effects of various factors, such as ventilation and cleaning, on indoor air quality and tracked changes in CO2 concentration during lessons. The measured results were compared with data from nearby air pollution monitoring stations. The installation of outdoor AirVisual Pro Monitors is currently in progress.
Our goal is to educate students about the health risks of air pollution and familiarize them with health-related limit values of various pollutants. Furthermore, an important objective is to help students understand how they can influence air quality in indoor environments. This joint project offers an opportunity to compare the environmental attitudes of students from different countries and to promote the spread of the “good practices” we have developed.
How to cite: Molnár, B., Weidinger, T., Bordás, Á., Nógrádi, Z., Mészáros, R., Tordai, Á. V., and Tasnádi, P.: Air pollution measurements in the classrooms and their implementation into the high school physics and science education, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-13217, https://doi.org/10.5194/egusphere-egu25-13217, 2025.
As part of the Science and Innovation Week in Spain, researchers from the Environmental Remote Sensing and Spectroscopy Laboratory (SpecLab) CSIC organized an outreach activity for secondary students comprehending: 1) a dissemination lecture presenting remote sensing history and main applications as well as the laboratory's scientific activities, 2) a virtual tour using virtual reality glasses to explore the international research station of Majadas de Tiétar, the first ICOS-ecosystem (Integrated Carbon Observation System) station in Spain, where remote and proximal sensing activities combine with biogeochemistry and ecology research, and 3) a visit to the SpecLab laboratory, where students learnt about scientific instrumentation and measured with it.
These activities were attended by a group of 8 students from the final year of secondary school (grade 12) who are following a specialization course in physics and chemistry. The aim was to introduce them to the field of remote sensing research, show them the multi-disciplinary nature of the laboratory's activities, and make them aware that many of the scientific contents studied in the school curriculum find their application in real-life geosciences research.
We analyse the student´s notes taken at the conference, their answers to questionnaires on the content covered, and their impressions. With this information, we identified a major interest in this type of outreach activities organized by a scientific laboratory: “the ecology of knowledge”. Indeed, school knowledge is decontextualized, which means students can construct new knowledge through various activities and relate what they know to what is presented to them. We propose this approach can help students to value their knowledge and stimulate their interest in geosciences.
How to cite: Pacheco-Labrador, J., Tran Tat, N., Raya-Sereno, M. D., Casillas-Martínez, L., de la Cal Martín, E., Martínez Vega, J., and Martín, M. P.: 12th-grade students visiting a remote-sensing lab: linking school curriculum and geoscience research activities, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-13497, https://doi.org/10.5194/egusphere-egu25-13497, 2025.
The European Geosciences Union (EGU) Education Committee (EC) focuses on supporting Earth Science education around the world by providing innovative learning opportunities for teachers and students, utilising a wide range of initiatives in order to equip educators with the necessary tools and resources.
One of the main EC initiatives that takes place during the EGU General Assembly annually is the Geosciences Information for Teachers (GIFT) workshop, aiding secondary and primary school teachers in obtaining the latest scientific knowledge. This workshop gives them the opportunity to interact with renowned scientists by attending stimulating lectures, participating in hands-on activities, and accessing classroom-ready educational materials.
The EGU Geoscience Field Officers (GEFO) initiative aims to train teachers in various countries in order to provide professional development to teachers of science and geography at regional and national levels. Each field officer undergoes training in the delivery of hands-on workshops tailored to their respective curricula, encompassing geoscience and geography.
In addition, the EC provides support to selected geoscience educational initiatives in Europe and beyond, contributing to the promotion of Earth Science education through numerous pilot projects. These projects include field schools for teachers, various conferences for educators, and material kits for schools.
Finally, the "EGU Teacher-Scientist Pairing Scheme", a collaborative initiative with the EGU Outreach Committee, aims to establish a network that connects scientists with educators and their classrooms. The scheme facilitates the integration of scientific concepts into the classroom environment through the utilisation of a "guest" scientist's lively video presence, complemented by hands-on activities guided by the in-class teacher.
How to cite: Stathopoulos, S., Berenguer, J.-L., Laj, C., Pereira Correia, G., Anglisano Roca, A., Schwarz, A., Cifelli, F., Funiciello, F., Barnikel, F., Panieri, G., Pereira, H., Kourtidis, K., Smith, P., Macko, S., and Gravina, T.: The contribution of the EGU Education Committee in supporting Earth Science Education, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-15090, https://doi.org/10.5194/egusphere-egu25-15090, 2025.
Over the past two years, the Romanian government has implemented the "Green Week" initiative in schools as part of the National Strategy for Environmental Education and Climate Change 2023–2030. This program aims to raise awareness among children and young people about sustainable development and environmental responsibility. It has created significant opportunities for students to participate in hands-on activities within schools and their local communities while promoting sustainable lifestyles and developing essential eco-social skills.
As part of this initiative, students designed minibiospheres using transparent plastic containers to replicate Earth’s ecosystems. These small-scale ecosystems allowed students to investigate ecological interactions and processes such as primary ecosystem colonization, soil formation, nutrient cycling, energy flow, and the influence of environmental variables in real-time. By modifying ecological parameters like light exposure, temperature, and carbon dioxide levels, students conducted experiments over extended periods and analyzed the resulting data.
One notable experiment focused on observing primary ecosystem colonization over six months. Students collected data on changes in soil structure and texture, vegetation growth, water recycling, and overall ecosystem development. Minibiospheres proved to be a highly engaging, hands-on method for teaching scientific concepts, promoting interdisciplinary learning, and fostering inquiry-based learning and critical thinking skills. This innovative approach deepened students’ understanding of ecological systems while emphasizing the importance of sustainability and environmental stewardship.
How to cite: Burghelea, C. and Zaharescu, D.: Minibiospheres: Exploring Life on a Small Scale, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-20262, https://doi.org/10.5194/egusphere-egu25-20262, 2025.
The demand for implementing the observation and monitoring of the surface of our planet has never been higher than today. In recent years, we have faced many challenges in adapting and mitigating the tremendous consequences of climate change in different parts of the world. Nowadays, people in Ukraine are dealing with a full-scale war that has affected not only the environment but also the social sphere, including education. It is of the utmost importance that the current schoolchildren are equipped with the necessary skills and knowledge to deal with the consequences of today's challenges in the future.
The International Summer School on Remote Sensing is organised by the GIS and Remote Sensing Laboratory at the National Centre "Junior Academy of Sciences of Ukraine". It is an annual, free online educational event for secondary school students on the basics of Remote Sensing, where students from Ukraine and other countries get acquainted with and work with the platforms of the European Space Agency and NASA. For the first time, the International Summer School was held in 2019 in Ukraine and since 2021 it has been organised annually online. Participants from 23 countries attended the School, such as Poland, USA, Kenya, India, Slovakia, Lebanon, Philippines, Indonesia, Guatemala, Romania, Yemen, Pakistan, Germany, Venezuela, Nigeria, India, Mongolia, Kazakhstan, Peru, Ghana, South Africa, Lithuania, Ethiopia.
The program of the School consists of 5 classes (including lectures and hands-on practice) and a final meeting, where students present their group projects on using satellite data in environmental research. During the School, students are formed into small groups of 2-3 people to prepare their projects while improving their communication and collaboration skills. During teamwork, students apply the knowledge they have gained throughout the school. The students' most common topics are wildfires, deforestation, glacial melting, eutrophication of water bodies, urban expansion, air quality, volcanic eruptions, etc.
The outcomes of the International Summer School on Remote Sensing for schoolchildren have developed skills in analysing satellite images and the ability to identify the research problem, formulate a hypothesis and apply satellite monitoring data to investigate the issues. These skills help students develop climate literacy and critical thinking, as well as the ability to create research projects and further develop in the academic field. Before and after the summer school, we conduct surveys among students to understand the dynamics of improving their skills and changing their attitudes toward the use of remote sensing technologies in the study and understanding of climate change. In the final survey, 71,4% of students indicated that the knowledge and skills they acquired during the Summer School will help them to make science projects in their schools and 42.9% of students stated that Remote Sensing education will help them to achieve their goals.
How to cite: Biletska, M., Dovgyi, S., and Babiichuk, S.: Advancing Students' Climate Literacy: A Case from the International Summer School of Remote Sensing in Ukraine, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-1586, https://doi.org/10.5194/egusphere-egu25-1586, 2025.
Posters virtual: Wed, 30 Apr, 14:00–15:45 | vPoster spot 1
EGU25-20776 | Posters virtual | VPS1
Outdoor education for rehabilitation of a riverWed, 30 Apr, 14:00–15:45 (CEST) | vP1.1
The city of Follonica is an energy community and the high school is involved in the "Pecora River Agreement", a local project whose aim is to redevelop the river ecosystem.
Outdoor education is a method that encourages students to be active participants and become citizens aware of the importance of environmental protection.
Students have projected a study (using IBSE method) of the polluted area around the river. The city's history is studied, using local library, showing its importance in climate, the changes in the water regime, and the shape of the river during the XX century.
The environmental situation is measured through chemical and physical parameters of the water, soil texture, quality indicators of soil (analysis of soil fauna), and water (Extended Biotic Index).
The digital products are: a website, some reports, and an interactive map of the river.
School has communicated the situation to the local authorities as a part of the Agreement, moreover, students make proposals: plants on the riverbank, activities to sensitize the local community, and monitoring through an ecological index for the future of the city
How to cite: Severi, A.: Outdoor education for rehabilitation of a river, EGU General Assembly 2025, Vienna, Austria, 27 Apr–2 May 2025, EGU25-20776, https://doi.org/10.5194/egusphere-egu25-20776, 2025.
