Surduk Quarry - Analysis of anthropogenic pollution and degradation of areasIntroduction: The role of geography in understanding the environmentQuarries are an inevitable part of economic development, but at the same time they are hotspots of intense anthropogenic impact on the natural environment. The Surduk Quarry, located in a sensitive geomorphological and ecological context, serves as a clear example of  economic activities coming into direct conflict with the principles of sustainable development. This paper analyzes the key forms of pollution deriving from exploitation and assesses their environmental and social impact.Degradation of relief and ecosystemsRock exploitation results in permanent degradation of the landscape, which is a visible consequence of intense geomorphological change. The removal of rock masses and the creation of fissures disrupts the natural relief, while tailings ponds  change the pedological composition and hydrological characteristics of the area. A key ecological problem is the destruction of local habitats, which directly threatens biodiversity and disrupts the stability of the regional ecosystem. This results in a permanent loss of soil resources.Pollution of the atmosphere, hydrosphere and social impactsThe dominant form of pollution is the emission of aerosols (dust), especially the fractions of PM particles. This pollutant spreads through aeolian transport, settling in the wider environment. In addition to damage to crops and vegetation, it represents a significant health-geographical risk for populated areas.The impact on the hydrosphere is also significant. Superficial onflow from landfills and work zones can lead to leaching of minerals and changes in the pH value and chemical composition of groundwater. Geographical analysis shows that it is necessary to strictly monitor and control noise and vibration levels, which further impair the quality of life and social geography of the local community.ConclusionThe Surduk Quarry emphasizes the necessity of integrated spatial planning. The implementation of strict environmental standards must be ensured, including regular monitoring of pollution and mandatory recultivation of depleted areas. The future of exploitation must be in accordance with the principles of environmental protection, which ensures a balance between economic benefit and the preservation of a healthy living space.

How to cite: Marjanovic, M.: Surduk Quarry - Analysis of anthropogenic pollution and degradation of areas, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1952, https://doi.org/10.5194/egusphere-egu26-1952, 2026.

Exploring climate risks and sustainability through student-led solar and wind experiments

Keywords:

• Climate change education; Human impact on Earth resources; Inquiry-based learning; Natural hazards; Renewable energy

Renewable energy systems serve as experimental models to explore interactions between Earth’s energy balance, atmospheric processes, human activity, and climate-related risks. This contribution presents a hands-on, inquiry-based teaching activity for 10th-grade students (14–15 years old) within the Physics and Chemistry curriculum, aligned with the GIFT 2026 theme “Natural Hazards, Human Impact and Earth Resources: Shaping Life and the Earth”. 

Students collaboratively design, build, and test low-cost models of a solar oven, photovoltaic panels, and a small wind turbine using accessible materials. The solar oven serves as a central Earth system analogue, enabling investigation of solar radiation transformation into thermal energy. Temperature monitoring under varying meteorological conditions and design configurations allows analysis of radiative transfer, heat exchange (conduction, convection, radiation), energy conservation, and efficiency, while identifying energy losses and optimisation strategies.

Experimental results highlight links between energy systems and natural hazards. Variations in solar irradiance, ambient temperature, wind speed, and cloud cover illustrate the effects of heatwaves, droughts, and extreme weather on energy availability and reliability. Complementary experiments with photovoltaic panels and wind turbines involve electrical measurements (voltage, current, power) and basic data analysis, enabling evaluation of system performance under variable conditions.

Interdisciplinary connections with Geography and Citizenship Education foster reflection on human pressures, technological limitations, environmental risks, and the role of renewable energy in enhancing resilience to climate change. Designed to be easily transferable and scalable, this low-cost activity strengthens students’ scientific literacy, data literacy, and evidence-based scientific reasoning. It also promotes Earth system thinking and engagement with sustainability challenges. Clear experimental protocols, guiding questions, and assessment suggestions enable teachers to implement it readily across different school contexts.

Explicitly aligned with the 2030 Agenda for Sustainable Development, the activity contributes to Sustainable Development Goals 4 (Quality Education), 7 (Affordable and Clean Energy), and 13 (Climate Action).

How to cite: Freire, A.: Hands-on Renewable Energy for Earth System Learning , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2003, https://doi.org/10.5194/egusphere-egu26-2003, 2026.

One of the fundamental challenges in geography education is sustaining students’ attention and motivation throughout the instructional process. Natural hazards, in particular, constitute multidimensional, abstract, and process-oriented topics that are often reduced to rote learning of concepts. This tendency diminishes both students’ interest in the subject and the long-term retention of knowledge. However, throughout human history, natural phenomena have not been interpreted solely through scientific explanations; they have also been understood and explained within cultural, symbolic, and intellectual frameworks. Mythology, as one of the most powerful products of this interpretive tradition, offers considerable pedagogical potential for geography education.

The primary aim of this study is to examine the possibilities of using mythological representations as an instructional tool in teaching natural hazards, with a focus on enhancing students’ interest in geography, deepening conceptual understanding, and ensuring continuity of engagement throughout the lesson. Mythological elements are widely employed in novels, theatre, cinema, television series, comics, and digital games as effective means of capturing attention and fostering learning. Yet, their systematic and academically grounded use in formal geography education remains limited. Integrating such elements into geography instruction within a scientific framework has the potential to strengthen both the cognitive and affective dimensions of learning.

Within the scope of the study, Norse, Egyptian, Turkish, and Greek-Roman mythologies were selected and examined in detail. Mythological representations associated with natural hazards—such as earthquakes, volcanism, floods, storms, droughts, and climatic extremes—were identified and analyzed. These representations were then linked to the fundamental concepts and processes of physical geography in order to determine which natural hazard topics and learning outcomes they could pedagogically support. In this context, mythology is not treated as an alternative to scientific knowledge, but rather as a complementary pedagogical instrument that supports scientific explanations, makes historical perceptions of nature visible, and enables students to approach geographical phenomena from a multidimensional perspective.

The study adopts a qualitative research design based on document analysis. The findings clearly demonstrate how mythological representations can be employed at different stages of geography instruction: to capture attention at the beginning of the lesson, to concretize abstract concepts during the learning process, and to enhance retention during assessment and evaluation. Moreover, this approach allows students to critically examine human–environment relationships within their historical and cultural contexts, thereby fostering a deeper and more reflective understanding of natural hazards.

In conclusion, this study reveals that the use of mythological representations in geography education renders instruction more meaningful, engaging, and holistic. By bringing mythology and geography together on an interdisciplinary basis, the study offers an applicable instructional model for teachers and contributes to the simultaneous development of disaster awareness, cultural heritage consciousness, and critical thinking skills. In this respect, the research constitutes both a theoretical and practical reference for future academic and pedagogical studies in the field of geography education.

How to cite: Güleç, Ç.: Teaching Natural Hazards through Mythological Representations in Geography Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2086, https://doi.org/10.5194/egusphere-egu26-2086, 2026.

The ECOSTAND project (no 2023-1-RO01-KA220-SCH-000156665) was a European Union–funded strategic partnership implemented between October 2023 and September 2025, with the aim of strengthening students’ understanding of climate change, natural hazards, and human–environment interactions through meaningful school-based learning. The project was developed in response to the increasing visibility of climate-related hazards and to the need for educational approaches that connect Earth system science with disaster risk reduction and everyday decision-making.

Within ECOSTAND, the partners designed and implemented an interdisciplinary educational framework entitled Natural Disasters Response and Climate Action, tailored for secondary school education. The framework brings together key concepts related to climate processes, natural hazards, Earth’s resources, and human impact, and places strong emphasis on inquiry-based and experiential learning. Central project outputs include curriculum-aligned learning modules, methodological guidelines for teachers, and an interactive simulation environment developed using the Minecraft Education platform. This digital environment allows students to explore realistic scenarios involving floods, earthquakes, wildfires, droughts, and extreme weather events, while analysing risk, vulnerability, and response strategies in a safe and engaging context.

A core pedagogical principle of the project was the use of simulation-based learning to support systems thinking and to help students make connections between geoscientific concepts and real-world challenges. Classroom implementation focused on active student involvement, collaborative problem-solving, and reflection on the role of human actions in both amplifying and reducing disaster risk. Teachers participating in the project engaged in targeted professional development activities, which supported the effective integration of the ECOSTAND resources into everyday teaching practice.

Feedback from classroom implementation and evaluation activities indicates increased student awareness of climate-related hazards, improved understanding of disaster preparedness measures, and greater confidence in discussing complex environmental issues. Teachers reported that the simulation-based approach enhanced student engagement and facilitated meaningful discussions about sustainability and resilience.

As a completed project, ECOSTAND offers a practical and transferable model for integrating natural hazards education and climate change topics into secondary school curricula. The project contributes directly to the aims of EOS 5.5 by providing classroom-tested approaches that link Earth science content with human impact, sustainability, and community resilience.

Partners in the ECOSTAND project:

Colegiul National "Vasile Alecsandri" Iasi, Romania - Coordinator

INDEPCIE SCA, Cordoba, Spain

Asociatia DEMETRIUS, Iasi, Romania

Ozel Adalya Anadolu Lisesi, Türkiye

ATERMON B.V., Rotterdam, Netherlands

POWOW SAS Camarsac, France

Istituto Comprensivo Maneri - Ingrassia - Don Milani, Palermo, Italy

How to cite: Ionescu, M.: Enhancing Climate Change Literacy and Disaster Preparedness through Simulation-Based Learning: Lessons from the ECOSTAND Project, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2273, https://doi.org/10.5194/egusphere-egu26-2273, 2026.

Climate education is increasingly recognized as a critical component of science education worldwide, particularly in countries undergoing rapid societal transformation and experiencing the direct impacts of climate change. This contribution presents an innovative approach to climate education implemented within the non-formal education system of Ukraine by the National Center “Junior Academy of Sciences of Ukraine” (JASU), a UNESCO Category 2 Centre for Science Education.

JASU operates through a nationwide network of regional branches and annually engages hundreds of thousands of upper-secondary school students. As a national leader in extracurricular science education, JASU develops, pilots, and scales research-informed methodologies in STEM education. Many of these approaches are later adapted and integrated into formal school education as part of ongoing educational reforms in Ukraine.

The contribution focuses on the methodology “Climate Education: Physics of the Ocean and Atmosphere” [2] , designed to support deep conceptual understanding of climate processes through physical experimentation and modeling. Inspired by the Weather in a Tank approach [1] , the methodology is expanded to cover a broad spectrum of climate phenomena using laboratory-scale physical models. Inquiry-based learning, similarity theory, and hands-on experimentation form the core pedagogical principles of the programme.

The educational content addresses key concepts of climate science, including global climate change, Earth’s energy balance, albedo, the greenhouse effect, and climate feedback mechanisms. Particular emphasis is placed on the role of Earth’s rotation and the Coriolis force, explored through rotating laboratory setups that model atmospheric and oceanic circulation. The programme further examines ocean–atmosphere interactions, thermohaline circulation, sea-level rise due to thermal expansion, cryosphere dynamics, internal waves, and major ocean currents such as the Gulf Stream. Atmospheric structure, circulation cells, and vortex dynamics are also investigated experimentally.

By integrating physical modeling with mathematical reasoning and qualitative analysis, the methodology enables learners to visualize complex, large-scale climate processes in an accessible yet scientifically rigorous manner. This approach supports the development of climate literacy, systems thinking, and scientific reasoning, while fostering sustained motivation and engagement.

This contribution argues that non-formal science education plays a crucial role in advancing climate education, particularly in contexts where formal curricula are undergoing transformation. The presented methodology illustrates how experimental, research-informed approaches can effectively bridge the gap between contemporary climate science and school-level education, contributing to sustainable educational practices and long-term societal resilience.

[1] https://weathertank.mit.edu/

[2] Climate Education: Physics of the Atmosphere and Ocean / comp. by K. V. Terletska, I. S. Chernetskyi, S. O. Dovgyi. Kyiv: National Center “Junior Academy of Sciences of Ukraine”, 2025. 276 p.  https://api.man.gov.ua/api/assets/man/ad1eba38-471a-4c43-9f42-759305ed227f/

How to cite: Terletska, K. and Dovgyi, S.: Climate Education through Physical Modeling in Non-Formal Science Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2365, https://doi.org/10.5194/egusphere-egu26-2365, 2026.

Twenty years after the publication of The Essential Principles and Fundamental Concepts (Ocean Literacy Initiative, 2005), the concept of Ocean Literacy has evolved beyond a focus on knowledge acquisition to encompass additional dimensions, including awareness, attitudes, communication, behaviour, and activism, with the overarching aim of fostering pro-environmental behaviour. However, research in social psychology highlights that behaviour change is a complex process shaped by multiple internal and external factors. Among these, emotional connections have emerged as important drivers of human behaviour and are increasingly recognised as a key leverage point in environmental education.

From this perspective, we conducted a survey of school students and adults prior to their participation in Ocean Literacy activities in Italy. The sample comprised 146 students aged 7–12 years, 165 students aged 14–15 years, and approximately 130 adults (including graduate students, teachers, and members of the general public). Participants were asked the question “What is the sea to you?”. Students provided their responses using Post-it® notes, whereas adults responded through an online Mentimeter survey. Students’ answers were analysed using inductive content analysis, while adults’ responses were qualitatively examined through word cloud analysis.

Students’ responses most frequently referred to emotions, particularly positive ones such as beauty and wonder. References to knowledge of the marine environment and its uses (e.g. leisure activities) were also common, whereas fewer responses mentioned the sea as a source of life, personal memories, conservation concerns, or marine litter. Adults’ responses similarly revealed strong emotional connections, with “life” emerging as the most frequently used term. Graduate students additionally referred to environmental, economic, and professional dimensions of the ocean.

Overall, both groups demonstrated strong emotional connections to the sea, alongside a basic level of environmental awareness. Physical proximity to the coast, which is not equally accessible to all, appears to play an important role in fostering these connections. To address this limitation, we propose exploring alternative approaches—particularly those based on digital technologies and online resources—to enable personal experiences of, and connections with, the ocean to be accessible to a broader audience.

Ocean Literacy Initiative (2005). Ocean Literacy Essential Principles and Fundamental Concepts for K-12, http://www.coexploration.org/oceanliteracy/documents/OceanLitConcepts_10.11.05.pdf

How to cite: Realdon, G., Occhioni, M., Gallo, M. T., and Paris, E.: Ocean Literacy Beyond Knowledge: Investigating Emotional Connections to the Ocean Among Students and Adults, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2548, https://doi.org/10.5194/egusphere-egu26-2548, 2026.

Students from Italy’s “Galileo Galilei” High School analyzed Earth’s deep structure using seismic velocity models from the Preliminary Reference Earth Model (PREM) by Dziewonski and Anderson (1981), alongside data recorded by the Edumed seismic array. Following the M 8.8 Kamchatka earthquake on 29 July 2025, they accessed real-time global seismic data through the Tectoglobe software hosted on the Edumed platform (available at https://edumed.unice.fr/). Their analysis confirmed the classical seismic shadow zone, clearly showing the P-wave gap and the complete absence of S-waves beyond 100°, which is direct evidence of Earth’s liquid outer core. Beyond its technical success, this project illustrates the power of the “learning by doing” method, highlighting the educational value of the Edumed network. Such hands-on research transforms theory into tangible discovery, demonstrating how open-access educational seismic data and tools can support authentic scientific inquiry and educational innovation while fostering scientific reasoning.

How to cite: Raffaele, R. M., Alberti, D., Marino, M., and Taranto, R.: Observations of the Seismic Shadow Zone from the 29 July 2025 M 8.8 Kamchatka Earthquake., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2627, https://doi.org/10.5194/egusphere-egu26-2627, 2026.

EDUMED IBERATLAS, a new educational project.

Seismic risk in the Western Mediterranean (Morocco, Portugal, Spain) now has a dedicated section on the website of the Mediterranean Educational Observatory, "Edumed-Obs."

In October 2025, the "Madrassa 3A" field school, supported by the EGU (European Geophysical Union), brought together managers of educational seismological stations from Morocco and Portugal in Agadir, Morocco. IBERATLAS was then created with the aim of providing students, educators, and the general public with resources to bring seismology to life.

Education about seismic risk is its primary focus, offering concrete educational activities, up-to-date local data, historical resources on significant past events, and more.

How to cite: Strozza, P.: EDUMED IBERATLAS, a new educational project, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3000, https://doi.org/10.5194/egusphere-egu26-3000, 2026.

This Learning Situation (LS) was implemented in the 4th year of compulsory secondary education (ESO) with students enrolled in the optional subject of Biology and Geology during the 2024 and 2025 academic years, at a secondary school in Mataró (Barcelona, Spain). The main objective of the activity was to engage students in the analysis of natural hazards through the preparation of a Risk Assessment Report focused on a familiar area, either their local environment or a location of personal interest.

The LS builds on previous learning about plate tectonics and associated geological hazards, and shifts the focus towards external geodynamics and surface processes. During the sessions, students explored landforms in relation to rock types and climatic conditions, and discussed how these factors influence the occurrence of natural hazards. Several recent news articles were used as case studies to analyse external geological risks in Catalonia, with particular attention to the most frequent hazards in the region, such as flooding and rockfalls. For each case, students examined the causes of the events and the measures adopted to reduce risk.

Working in pairs, students selected a specific area and produced a risk assessment report using information from different sources and, whenever possible, through field observation and site visits. A checklist outlining the minimum required content of the report was provided to support the task. The activity concluded with an oral presentation in which each group shared the analysed area and reflected on their main learning outcomes. This teaching approach promotes place-based learning, connects scientific concepts with real-world contexts, and increases students’ awareness of natural hazards and risk management in their own environment.

How to cite: Pérez, E.: Learning about Natural Hazards through Local Risk Assessment: A Secondary School Experience, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3150, https://doi.org/10.5194/egusphere-egu26-3150, 2026.

Students from socially disadvantaged backgrounds often experience lower self-esteem and difficulties in envisioning themselves pursuing higher education, particularly in scientific fields. It is especially pronounced in underprivileged urban areas such as the northern neighbourhoods of Marseille.

The pedagogic goal of the extracurricular science club is to actively engage the students in scientific hands-on scientific experimentation in interdisciplinary projects. They are learning to work in teams on inquiry-based learning experiences, to reflect on errors and successes, to provide peer tutoring towards shared objectives. Those lead to develop academic engagement and personal confidence.

During the academic year, students took part in a local science competition where they need to create a piece of art made with crystals. The theme of this year is the contribution of women in crystallography. Those crystals are made from scratch with Copper sulfate pentahydrate (CuSO₄·5H₂O).

The extracurricular science club show notable positive outcomes. Students are being more confidence in class, more spontaneous in peer tutoring and peer support. Moreover, several students reported a renewed interest in science and an improved capacity to envision themselves pursuing further studies in scientific fields.

These findings suggest that engaging students in meaningful scientific projects can foster self-esteem and peer support while helping reduce social and educational inequalities.

How to cite: Blaszczyk, E.: How does doing science foster self-esteem among students from socially disadvantaged backgrounds?, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3838, https://doi.org/10.5194/egusphere-egu26-3838, 2026.

Soil as a fundamental Earth resource is strongly affected by human activity, especially in urban and semi-urban environments. In Tetovo (North Macedonia), visible variations in soil characteristics are created because of traffic-related pollution, land-use changes along the Pena River, and differences between green and built-up areas. These local environmental conditions provide a relevant context for investigating human impact on Earth systems within school-based geoscience projects.
This study examines soil quality at three contrasting locations in Tetovo: a city park, a busy roadside near Marshal Tito Boulevard, and the riverbank of the Pena River. Soil samples were collected from a uniform depth of 5–10 cm and analyzed using methods suitable for school laboratories. The investigated parameters included soil color determined using a printed Munsell chart, soil texture identified by the feel method, pH, water absorption capacity, and organic matter content estimated through a jar test.
Quantitative data were recorded, and interpreted using basic mathematical analysis. The results revealed clear differences among the sampling sites. Soil from the city park showed a yellowish-brown color (10YR 5/4), predominantly clayey texture, acidic pH (5), moderate water absorption, and medium organic matter content. Roadside soil was characterized by a strong brown color (7.5YR 5/6), slightly gritty clayey texture, near-neutral pH (6), higher water absorption, and high organic matter accumulation, indicating anthropogenic influence. In contrast, riverbank soil exhibited a greyish-brown color (2.5Y 5/2), sandy texture, near-neutral pH (6), relatively high-water absorption, and low organic matter content.
The comparison demonstrates that soil properties vary significantly with land use and human impact. The study highlights how simple field and laboratory methods are especially useful in school-based geoscience education and can be used to observe the impact of human activities on soil properties and support a better understanding of local Earth resources.

How to cite: Mersini Zulfiu, R. and Reçani, D.: Learning from Our Local Ground: Investigating Soil Health in Tetovo Through Biology and Mathematics, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4017, https://doi.org/10.5194/egusphere-egu26-4017, 2026.

With the desire to increase students' interest in the environment and to raise their awareness of the challenges that humanity must face, the "Vasile Conta" Secondary School in Iași implemented the "Be Smart, Be Green" project. It was an initiative that combined theoretical knowledge with practical activities in nature, project-based learning, data collection (mini scientific research), the development of posters and video materials.

It was a project with an interdisciplinary approach: geography, biology, fine arts, literature, technological education and which used a wide range of learning methods: project-based learning, experiential learning, community service learning, Design Thinking, etc.

Students worked in teams, learned to collaborate and cooperate, and had joint activities with parents and community members, thus bringing information related to environmental issues (resource consumption, climate change, natural hazards, biodiversity conservation, etc.) to the local community.

Among the activities with a very high impact on students were: Consumer Diary: students, together with their families, monitored the consumption of resources at home and proposed a reduction plan.

The Action Plan activity consisted of developing an action plan to reduce the consumption of resources in the school. After a meeting with the management team and an analysis of the school's resource consumption (paper, water, electricity, etc.), the students proposed and popularized concrete actions to reduce consumption in the school.

The Old Seasons activity aimed to raise awareness about climate change. The students conducted interviews with older members of the community about the seasons of the past. Thus, they managed to identify together the changes that global warming has brought to the local community. The conclusions of these interviews were expressed in the form of literary creations (essays, poems, etc.) collected in the book Nature in words.

A very complex activity was the development of the film What if...? Under the guidance of teachers, students analyzed weather websites that predict the evolution of global temperatures in the future and assumed what humanity would look like if society did not intervene proactively and anticipatory.

The Natural Disasters – Nowadays and Future Scenarios activity involved analyzing various natural disasters that occur today (landslides, floods, wildfires, etc.) and presenting them in the form of posters or simulations, but also imagining future disasters that may affect humanity as a result of climate change (melting of ice caps, rising sea levels, the disappearance of local communities in coastal areas, the disappearance of some plant and animal species).

The Natural Virtual Museum activity involved analyzing local biodiversity and identifying endangered plant and animal species. Students made films, posters or drawings to raise awareness about the need to protect them.

The students carried out selective collection campaigns in the local community, information and awareness campaigns about environmental issues (both in the community and online), because environmental protection, reducing resource consumption and a responsible attitude must be a permanent concern for everyone to ensure a sustainable future.

How to cite: Stegariu, D.-L. and Chiriță, M.-C.: School-Based Education on Natural Hazards, Human Impact and Earth’s Resources, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4183, https://doi.org/10.5194/egusphere-egu26-4183, 2026.

The poster presents a series of activities carried out at the ”Tudor Vianu” Theoretical High School in Giurgiu, Romania, in partnership with the National Institute for Earth Physics Research and Development (INCDFP).The idea behind these activities has a story. In 2023, three students from our school participated in the “Earthquake Hunters” competition, organized by the Education for Science Community. Within this competition, they built a seismometer using LEGO parts, an accelerometer, and an Arduino microcontroller, winning first prize. As a result, our school was equipped with a semi-professional Raspberry Shake seismometer and was included in the RoEduSeis network (an educational network of seismometers installed in schools).

Having created the necessary framework for promoting educational activities focused on presenting science and technology, we set out to expand the range of activities and create a space where students could be involved in practical activities, both in designing and building devices capable of detecting vibrations and in the qualitative analysis of seismic activity.

During the workshops, we presented and tested seismological education activities by making use of educational scenarios developed within the RoEduSeis project.

Students had the opportunity to follow an inquiry-based approach to real-world problems: earthquakes and their effects on the environment and on people.

The workshops included:

• A webinar conducted by researcher Dr. Dragoș Tătaru from the National Institute for Earth Physics Research and Development, where students learned how earthquakes occur, how they are detected, and how they are recorded.
• Practical activities regarding the generation, recording, and localization of earthquakes, using RoEduSeis resources; recording vibrations using a piezo-sensor system and a computer, and locating the epicenter of an earthquake using the application https://shakenet.raspberryshake.org/apps. Students had the opportunity to carry out activities complementary to the school curriculum, locating earthquakes and analyzing their characteristics.
• The construction of an educational Slinky seismometer, an instrument capable of recording vibrations and ground motion.Twenty-five students, guided by Dragoș Tătaru and Eduard Năstase from the Geo Edu Lab – National Institute for Earth Physics Research and Development, assembled and tested the educational Slinky seismometer.

The interaction of students with the research environment was a source of inspiration for STEM education. Students can be motivated to study STEM subjects through research activities and can learn about the field of seismology directly from researchers working at the National Institute for Earth Physics Research and Development.

The innovative element of the events lies in its interdisciplinary approach: physics – geography – technology – programming. Starting from the knowledge acquired in  the classroom , students embarked on a journey into the field of seismic waves and discovered how these waves can be detected using technology, electronics, and computer science, gaining essential technological knowledge that goes beyond what is learned at school.

How to cite: Anghel, C. I.: From Educational Seismometers to Real Seismic Data – Practical Activities in High School Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4280, https://doi.org/10.5194/egusphere-egu26-4280, 2026.

The activity consists of a Case Study dedicated to the topic “What future for the Alentejo region (Portugal) in the context of climate change?”, developed within the Geography curriculum.

The activity involves a case study of the rural region of Alentejo (southern Portugal), relating its physical and human characteristics to climate change. The project will be carried out in groups of four students from the 11th grade, with an average age of 16 to 17, who live in an urban area near Lisbon.

Motivation for the activity begins with researching and reading media news articles and watching videos related to the environmental, economic, demographic, and social problems of Alentejo, one of the most disadvantaged regions in the European Union.

Next, students develop a geographical, economic, and social profile by researching the natural characteristics of Alentejo (soil and climate conditions, relief, river systems, etc.), its main economic activities, and the region’s endogenous potential.

They then produce a current portrait of the region under study, which has long been known for drought and highly irregular rainfall, for economic activities mainly based on intensive irrigated agriculture (e.g. olive and almond groves), and for the role of the Alqueva Dam, built on the Guadiana River shared by the Iberian countries.

During the development of the project, a field trip is carried out to the Alqueva region, including a guided visit to the dam, considered an anchor investment for regional development. Students take photographic and video records and administer surveys—previously designed by them—to the population of the Alqueva region.

Based on the information collected and the characteristics identified, students will identify difficulties, particularly environmental ones, that the Alentejo region faces in a context of climate change. They are also encouraged to propose solutions to mitigate the various problems faced by this geographical area.

The presentation of the projects and conclusions to the school community, supported by digital media, will take place on the school’s annual day, followed by a debate between students and invited guests connected to environmental issues in Portugal. At the end of the debate, a playful mini peddy-paper (treasure hunt) created by the students will be carried out for younger pupils at the school. Assessment and self-assessment of the work developed will be conducted later by the students during Geography classes.

How to cite: Palma, M. A.: "What future for the Alentejo region (Portugal) in the context of climate change?", EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4298, https://doi.org/10.5194/egusphere-egu26-4298, 2026.

Coastal marine ecosystems, particularly semi-enclosed bays in the Mediterranean, are increasingly affected by human activities such as tourism, urban development and pollution. In insular contexts like Mallorca, these pressures can have a strong influence on water quality and marine biodiversity. Understanding the relationships between physical, chemical and biological parameters is therefore essential to assess ecosystem health and to raise awareness about the conservation of coastal environments.

The study, carried out with the 16-17 years old students in collaboration with researchers from the Oceanographic Center of the Balearic Island, focused on analysing the relationship between water quality, biodiversity and human impacts. Students conducted fieldwork at different locations, collecting water, plankton and microplastic samples using boats and canoes. Physical and chemical parameters (such as temperature, salinity, turbidity and nutrients) were analysed, together with biological indicators including plankton communities, seagrass bioindicators and the presence of microplastics in water and beach sand. Water temperature profiles were used to identify seasonal patterns, such as the presence or absence of a thermocline, and sea level data were compared with atmospheric pressure and long-term trends.

The results show spatial differences in water quality related to freshwater inputs and human activity, with higher turbidity, nutrient concentrations and microplastic abundance in more impacted coastal areas. Biodiversity indicators generally reflected good ecosystem health, although plankton abundance and composition varied between coastal and offshore zones, suggesting an influence of anthropogenic pressure.

Beyond scientific analysis, students communicated their findings through posters and oral presentations at the Secosta student conference in the University of the Balearic Islands, as well as, through local radio and newspapers, promoting environmental awareness and engagement with sustainability initiatives.

This hands-on experience is highly motivational for the students, inspire them to engage in scientific discovery and provide them with a deeper understanding of marine ecosystems. Students are encouraged to use critical thinking to analyze data, make predictions, create graphs, draw parallels between different parameters and human impacts and improve their collaboration and communication skills.

Keywords:  Marine Ecosystems, Sea Temperature, Sea level, Biodiversity, Pollution, Awareness, Human impacts, Sustainability

How to cite: Pons Suau, M. and Borras Aguilar, J.: Water and biodiversity: shaping life in the context of human impacts in the Bay of Pollença (Mallorca, Balearic Islands), EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4392, https://doi.org/10.5194/egusphere-egu26-4392, 2026.

Based on concrete examples, this activity aims to argue and quantify the potential retreat of the coastline by exploiting geographic data to determine the existence of a risk due to coastal erosion, and to propose measures to limit this risk for populations.

The lesson begins with a report on a demolition of a seafront house ordered by authorities , thus pupils could establish a link between global warming, the rising sea level, and the risk for the inhabitants who live near the coast.

One might then ask whether all coastal populations are subject to the same erosive risk?

To answer this question, the students are divided into groups to work on different locations with various geomorphological properties (Normandy’s chalk cliffs, Gironde’s sandy dunes, Brittany’s granite coasts…).

First, it involves determining the importance of natural hazard for the studied area. Students use the online government mapping tool Geolittoral, available at https://geolittoral-data.cerema.fr/portal/apps/experiencebuilder/experience/?id=4b570eb445ca4041ac605c615b5f2a60 to identify the evolution of the coastline over a few decades. Using image processing software (Mesurim), they can then measure the average rate of coastline retreat at a given location.

Next, they will be able to identify buildings located on the coast, corresponding to the vulnerability factor of the studied area. They can then assess the associated risk by estimating the time remaining before the natural destruction of these buildings if erosion continues to progress at the same rate.

The comparison of the results obtained by the different groups highlights the impact of local geomorphology and the nature of the subsoil on the erosive hazard and therefore the risk to populations.

The activity finally allows questioning the measures to be taken to limit this risk: fighting the retreat of the coastline (strengthening dykes, breakwaters, planting on dunes…) and/or prohibiting construction in erosion zones or even proceeding with expropriations? Numerous concrete examples can be consulted by students on the Surfrider Foundation website: https://fr.oceancampus.eu/cours/les-strategies-de-gestion-du-trait-de-cote/.

How to cite: Piriou, G.: Coastal erosion risk and impacts on populations, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4414, https://doi.org/10.5194/egusphere-egu26-4414, 2026.

Freshwater resources are increasingly stressed by the combined effects of natural hazards and human activities, making water security a critical geoscience and sustainability challenge. This contribution presents a classroom-based pedagogical approach developed through integrated school projects on water scarcity, flood impacts, and water quality monitoring, linking the themes of natural hazards, human impact, and Earth’s resources. Implemented at the secondary school level in eastern India, the projects used the local environment as a living laboratory for geoscience learning.

Students investigated surface water and groundwater sources, particularly tube wells, to assess physical and chemical water quality parameters. Special emphasis was given to the effects of seasonal flooding, including saltwater intrusion into tube wells after flood events, which compromises potable water availability. The projects also addressed arsenic contamination in groundwater, a major regional environmental health issue, helping students understand its geological origin, mobilization processes, and long-term human impact. Learners analysed how floods, overextraction of groundwater, land-use change, and poor drainage systems intensify water quality degradation.

Low-cost, accessible methods such as simple water testing, rainwater harvesting assessment, water footprint analysis, and basic purification techniques were incorporated to ensure feasibility in resource-limited school settings. The outcomes highlight how inquiry-based, place-based learning can enhance students’ understanding of Earth system processes, disaster risk reduction, and sustainable water management.

The approach provides teachers with a transferable model to integrate natural hazard awareness, geoscience concepts, and sustainability education into regular classroom practice, aligning strongly with the GIFT–EGU goals of active learning, societal relevance, and teacher-led innovation in Earth science education.

Keywords:
Natural hazards; Flood impacts; Saltwater intrusion; Arsenic contamination; Human impact on water resources; Earth’s freshwater resources; Water quality monitoring; Rainwater harvesting; School-based geoscience education; Sustainability and resilience.Bottom of Form

How to cite: Majumdar, P., Dey, S., Goswami, T., and Bhakta, P.: Exploring Learning through Inquiry on the Topics of Water Scarcity, Groundwater Quality in Educational Settings, and the Effects of Flooding on Water Quality., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4489, https://doi.org/10.5194/egusphere-egu26-4489, 2026.

Natural hazards, human impacts, and the use of Earth’s resources are part of students’ everyday lives, even at the elementary school level. The Skopje Valley is a seismically active and densely urbanised area where people are regularly exposed to different natural and environmental risks. Skopje lies near active fault lines and was heavily affected by the devastating earthquake of 1963, which remains an important reference for understanding seismic risk in North Macedonia. In addition to earthquakes, the valley’s geography and rapid urban development increase the risk of flooding, heat waves, and long-lasting air pollution, especially during winter. In this setting, geography education plays a key role in helping students understand Earth processes, disaster risks, and the links between natural systems and human activities.

This poster presents practical experiences and teaching approaches used in elementary geography classes at the Elementary School “Johan Heinrich Pestalozzi” in Skopje, focusing on how complex Earth science concepts can be adapted for young learners. The project integrates topics of natural hazards (earthquakes, floods, landslides), human impacts (urbanisation, pollution, land use), and Earth’s resources (water, soil, energy) into the national geography curriculum through age-appropriate, inquiry-based activities. Lessons deliberately link global scientific concepts with local examples familiar to students, such as the long-term impacts of the 1963 Skopje earthquake, recurring seasonal flood risks along the Vardar River and its tributaries, and ongoing challenges related to air quality and urban heat islands. By connecting theory with local case studies, students develop a stronger sense of relevance, risk awareness, and personal responsibility toward their environment.

Active learning methods are central to the approach. These include simple hazard-mapping exercises of the local neighbourhood, classroom simulations of earthquakes and floods, observation-based field activities (e.g. erosion, landslides, and urban heat islands). Students are encouraged to ask questions, explore cause–effect relationships, and discuss how human decisions influence vulnerability and resilience. Particular emphasis is placed on developing basic risk literacy, including understanding hazards and disaster risk, why they occur, and how their impacts can be reduced through preparedness and sustainable use of resources.

The poster also discusses key challenges faced by elementary teachers, such as limited teaching time, curriculum constraints, and the need to simplify scientific concepts while maintaining accuracy. At the same time, it highlights opportunities created through interdisciplinary teaching, cooperation with parents and local institutions, and the use of real-life events to engage students and encourage critical thinking.

The contribution shares practical classroom experiences, demonstrates how Earth science topics can be effectively introduced at an early age, and emphasises the role of geography education in fostering environmentally aware and resilient future citizens. It aligns with the GIFT 2026 focus on natural hazards, human impact, and Earth’s resources, and shows how these themes can be meaningfully applied in elementary education.

How to cite: Gareski, A.: Teaching Natural Hazards and Human–Environment Interaction in ElementaryGeography: Experiences from Skopje, North Macedonia, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4524, https://doi.org/10.5194/egusphere-egu26-4524, 2026.

The educational activity “Adopt a Tree” is designed to promote environmental awareness and responsible behavior among lower secondary school students, in line with the European Key Competences for Lifelong Learning. The project encourages active participation, critical thinking and civic responsibility through direct interaction with the natural environment.

The activity begins with the development of an ecological attitude and the reinforcement of positive behaviors related to tree care and environmental protection. Students acquire scientific knowledge about soil, understood as a heterogeneous mixture, and explore its composition, pH levels, and their influence on plant growth. These learning experiences contribute to the development of scientific literacy and competence in science, technology, engineering, and mathematics (STEM).

By comparing natural and chemical fertilizers, students develop critical thinking and learning-to-learn competence, understanding the consequences of human choices on the environment. The topic of soil pollution is addressed to raise awareness of environmental challenges, supporting the development of citizenship competence and encouraging responsible and sustainable actions.

Collaborative tasks and practical activities foster personal, social, and learning-to-learn competence, as well as communication skills, through teamwork, discussion, and reflection. The project also supports entrepreneurship competence by encouraging initiative, responsibility, and problem-solving in real-life environmental contexts.

Overall, “Adopt a Tree” contributes to the holistic development of students by integrating scientific knowledge with environmental ethics, promoting sustainable behaviors, and strengthening key competences essential for active citizenship and lifelong learning.

How to cite: Micu, M. I.: Adopt a tree, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4539, https://doi.org/10.5194/egusphere-egu26-4539, 2026.

This study scientifically investigates the impact of the 1952 Tottori Fire, a significant localized natural disaster, on the growth of surrounding trees. The Tottori Fire destroyed most of the city center and was greatly intensified by the Foehn wind—a meteorological phenomenon common on the Sea of Japan side.

The research focuses on Ginkgo (Ginkgo biloba) and Japanese Zelkova (Zelkova serrata) located at SAISHO-IN Temple, which are known to predate the fire. Students used increment borers to extract tree-ring cores for counting, polishing, and precise measurement. By comparing tree-ring widths before and after 1952, the project aims to provide empirical evidence of how heat, smoke, and subsequent environmental changes influenced individual tree growth.

Furthermore, this project serves as an inquiry-based learning initiative that bridges local history with geoscientific methodology. By decoding the "natural records" stored in tree rings, students gain a dynamic understanding of how natural disasters shape urban ecosystems. This presentation reports the results of the core analysis and discusses the role of such inquiry-based activities in enhancing geography and geoscience education. The analysis reveals discernible changes in growth patterns following the 1952 fire.

How to cite: Nakamura, S.: Impact of the 1952 Tottori Fire on Tree Growth: Linking Local Environmental History and Natural Disasters through Tree-Ring Analysis, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4598, https://doi.org/10.5194/egusphere-egu26-4598, 2026.

This study presents “Disaster Heroes”, a game-based learning activity developed to support disaster risk awareness education at middle school level. The game aims to help students understand natural hazards, recognize the role of human actions in increasing disaster impacts, and develop basic preparedness skills through an interactive and collaborative classroom experience. The learning content focuses on natural hazards that frequently affect Türkiye, including earthquakes, floods, landslides, avalanches, and wildfires.

“Disaster Heroes” is designed as a teacher-guided group game and is played using a game booklet, question cards, and simplified hazard risk maps. The activity consists of two main stages. In the first stage, students answer questions related to the causes, characteristics, and impacts of different natural hazards, as well as appropriate actions to take before, during, and after a disaster. This stage supports conceptual understanding and discussion of both natural processes and human influences on disaster risk.

In the second stage, students work with province-level hazard risk maps based on official disaster data. Without seeing the original risk values, groups are asked to predict which regions are more frequently affected by specific hazards. Through group discussion and map-based reasoning, students compare their predictions with actual risk patterns and reflect on regional differences. Points earned during both stages are recorded throughout the game.

At the end of the activity, students use their accumulated points to assemble an emergency kit from a predefined list of items. This final task encourages practical thinking about disaster preparedness, prioritization, and decision-making in emergency situations.

The game aligns with science, social studies, geography, and disaster awareness curricula and supports active participation, collaboration, and inquiry-based learning. By combining play, discussion, and real-world data, “Disaster Heroes” offers an accessible and motivating approach to teaching natural hazards and disaster risk awareness in school settings. While the current version is designed as a hands-on, low-technology classroom activity using printed materials, a digital version of the game is planned as a future development to further increase accessibility and adaptability across different learning environments.

How to cite: Esendemir, S.: Disaster Heroes: A Game-Based Approach to Teaching Natural Hazards and Risk Awareness at School, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4718, https://doi.org/10.5194/egusphere-egu26-4718, 2026.

The Makiš Water Source – a Source of Drinking Water for Belgrade

In a large city such as Belgrade, there are numerous environmental hazards caused primarily by human activity. Since the high school is located near one of the most important water sources for drinking water supply, I considered it very important to educate students about where the water source is located, its significance, and the threats it faces. 

The water source itself is located in the alluvial zone of the Sava River. The largest area extends over several dozen square kilometers and includes parts of Čukarica, New Belgrade, Surčin, and the Sava riverbanks, as well as limestone masses in the inner city zone, from the Terazije ridge to Višnjica, and southward to Topčider Hill and Železnik. Water is extracted from 99 wells with horizontal drainage and 50 drilled wells in the zone of the Sava River and the Sava Lake.

The Strategic Plan from 1950 envisaged complete protection of this water source without any construction; however, the first violation occurred with the construction of the Ranzirna stanica. Although numerous studies have shown that the Makiš water source is important to protect because it is sufficient to supply a large part of Belgrade with water, the protected area has nevertheless been significantly reduced.

In 1986, three protection zones were established:

Zone I of protection (strict protection zone) – includes the immediate area around wells, pumping stations, and facilities. This is a fenced area under constant supervision, where everything is prohibited except water supply operations and facility maintenance. There is no housing, traffic, industry, or agriculture, as the goal is to prevent direct and immediate pollution.

Zone II of protection (inner protection zone) – includes a wider area around the wells through which groundwater reaches the source relatively quickly. Industrial facilities, fuel and chemical storage, waste landfills, and intensive agriculture (pesticides, artificial fertilizers) are prohibited. Allowed activities include controlled operations under special conditions and strictly supervised infrastructure. The goal is to prevent rapid chemical and microbiological pollution.

Zone III of protection (outer protection zone) – includes the largest area covering parts of Čukarica, New Belgrade, Surčin, and the Sava riverbanks. Permitted activities include housing, traffic, and economic activities, with mandatory measures such as sewage systems (without septic tanks), control of wastewater discharge, and restrictions on the use of hazardous substances. The goal is long-term protection of groundwater quality and reduction of diffuse pollution.

However, human activities and the constant need for urban expansion seriously endanger the preservation of this water source:

• Illegal and inadequate sewage systems (THE BIGGEST PROBLEM)
• Fuels, oils, and chemicals (high risk – small quantities cause great damage)
• Industrial activities and landfills
• Agriculture (moderate but chronic risk)
• Urbanization and concretization (indirect but serious problem)
• Accidents (rare but the most dangerous)
• Illegal dumps

Sources:

IZGRADNJA 69 (2015) 5–6, 241–246, “Reconsideration of the Boundaries of Protection Zones of Belgrade Water Sources,” Dr. Nada Čanak, urban planner, Summary

https://www.zdravlje.org.rs/ekoatlas/09a.htm

Tanja T. Radović, Presence of Traces of Pharmaceuticals and Pesticides in River Sediments and Water and Their Sorption on Aquifer Material

https://djordjebobic.com/2020/12/25/makisko-polje/

• Zlatanović-Tomašević, Urbanization and Protection of Natural Resources

Author: Danka Jovanović

Email: dankajovanovic75@gmail.com

How to cite: Jovanovic, D.: The Makiš Water Source – a Source of Drinking Water for Belgrade, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5072, https://doi.org/10.5194/egusphere-egu26-5072, 2026.

I present an activity designed to raise awareness of the relationship between the food we eat and climate change, aimed at a second-year high school class (15–16 years old). The activity is structured over approximately four hours of classroom work and two hours of homework. The first step involves reviewing students’ prior knowledge of biomolecules and nutrition, climate change, and the environmental cost of food. In class, different menus are then analyzed in terms of nutritional completeness and environmental impact. The activity continues with a home-based monitoring phase in which students record what they eat and evaluate their daily menus. This is followed by a collective discussion and analysis focused on identifying practical ways to make everyday food choices more sustainable. All activities are carried out using cooperative learning–inspired methodologies and digital tools.

How to cite: Cutini, M.: How does what we eat affect the environment? , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5082, https://doi.org/10.5194/egusphere-egu26-5082, 2026.

ESFRL is a secondary school in Leiria, Portugal, located within the Lis River Basin (BHL – “Bacia Hidrográfica do Lis”). This region features a temperate maritime climate with wet winters and dry summers, situated between Mesozoic limestone mountains and coastal plains, dominated by sedimentary marine or transitional facies. The BHL is a typical Mediterranean biotope covering approximately 945 km², where life forms show remarkable adaptations to torrential hydrological cycles.

The basin supports agricultural, industrial, and urban activities that rely on both surface and groundwater resources. Many of these activities cause pollution, creating vulnerabilities for soils, water, and all living organisms in the river and the sea. Maintaining environmental quality requires minimizing human impact, including pollution, habitat fragmentation, introduction of invasive species, and continuous human presence.

In this context, 11th-grade students in the Biology and Geology discipline engage in practical, procedural, and creative learning more, using the resources of the BHL. The project encourages hands-on, methodical, and laboratory-based investigations. Students are tasked with producing a scientific product that promotes the conservation of local biotopes or improves the living conditions of native species in the BHL and/or the sea.

Guided by the principle of being a “Blue School,” the project seeks to raise awareness that protecting the sea requires respecting the ecological and biological dynamics of the river basin, from aquifer recharge zones and watercourses to dunes and beaches near the Lis River estuary. Through this initiative, students learn to connect scientific knowledge with real-world environmental challenges, fostering both ecological literacy and civic responsibility.

By integrating scientific inquiry with environmental stewardship, the project aims to develop student skills, contribute to local conservation efforts, and promote a sustainable relationship between human activities and natural ecosystems.

How to cite: Francisco, D., Carvalho, F., Roldão, I., and Vieira, I.: Our Sea Begins Here, in the Lis River Basin -Leiria, Portugal, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5582, https://doi.org/10.5194/egusphere-egu26-5582, 2026.

3D printing can be used to create simplified analog models of river systems that are easy to use in the classroom. These models allow students to carry out hands-on simulations to gauge the effectiveness of different flood-risk management measures. Two classroom activities based on real-world situations are proposed. The first focuses on the construction of a embankment and helps students understand its mixed effects : while it may reduce flooding locally, it can increase flood risk downstream. The second activity addresses soil sealing and the loss of wetlands near rivers, highlighting the important role wetlands play in reducing flood risk.

The models are small (20 × 30 cm), with simplified and static landforms, and do not represent flood dynamics at the scale of the entire watershed. These design choices make it easy for students aged 11–15 to handle and manipulate. Levees are built using modeling clay, and wetlands are represented with flat sponges.

From a didactic perspective, these analog models support the development of key scientific skills, such as designing and carrying out simulations, observing results, and interpreting data. This approach also encourages students to adopt a critical perspective on analog modeling by identifying connections between the models and real-world systems, as well as their limitations and advantages. This approach encourages critical thinking and helps students better understand the nature of science and the role of modelling in the production of scientific knowledge.

How to cite: Pagnier, G.: Using analog models to teach flood-risk management and the nature of science., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5806, https://doi.org/10.5194/egusphere-egu26-5806, 2026.

Natural disasters are one of the most significant challenges facing human societies today, due to the complexity of their environmental, social and economic impacts, as well as their increasing frequency and intensity. In Portugal, forest fires are particularly significant, responsible for vast areas of burnt land, soil degradation, loss of biodiversity and, tragically, numerous human casualties (ICNF, 2022; Tedim et al., 2016). On the other hand, coastal regions, such as São Martinho do Porto, are exposed to geodynamic risks, namely tsunamis, which, although rare, can have potentially catastrophic consequences for local populations, infrastructure and economic activities (Queirós et al., 2019; IPMA, 2020).

In this type of natural process, there are risk factors that can trigger both types of disasters. In the case of fires, climatic factors such as heat waves, prolonged droughts and changes in the amount and frequency of precipitation are particularly important, as they favour the accumulation of dry biomass and increase the risk of landscape combustion. These are compounded by anthropogenic factors, such as rural abandonment, property fragmentation and inadequate land management, which contribute to the spread and difficulty of controlling fires (Lourenço & Nunes, 2017; Tedim et al., 2016). With regard to tsunamis, there is concern about the activity at the boundary between the African and Eurasian plates, which is capable of generating large underwater earthquakes and displacements of the ocean floor, giving rise to high-energy waves that can quickly reach the Portuguese coast (Baptista & Miranda, 2009; Queirós et al., 2019).

Considering the location of the São Martinho do Porto School, in a vulnerable coastal area, and the national context of high fire risk, the school has developed a set of educational activities aimed at 7th and 8th grade students, integrated into the national Natural Sciences curriculum. These activities include the exploration of real data, simulations, analysis of risk maps and evacuation drills, with the aim of promoting scientific literacy, understanding of natural processes and the adoption of self-protection behaviours. According to international guidelines for disaster risk reduction education (UNESCO, 2021), empowering young people plays a key role in building more informed, prepared and resilient communities capable of reducing vulnerability and mitigating the impacts of natural disasters.

Bibliographical references

APA – Portuguese Environment Agency (2023). State of the Environment Report 2023. Lisbon: APA.

ICNF – Institute for Nature Conservation and Forests (2022). 6th Provisional Report on Rural Fires. Lisbon: ICNF.

IPMA – Portuguese Institute of the Sea and the Atmosphere (2020). Seismic and tsunami risk in mainland Portugal. Lisbon: IPMA.

Lourenço, L. & Nunes, A. (2017). Forest fires in Portugal: natural and human factors. Coimbra: University of Coimbra Press.

Queirós, M., Fonseca, J. & Baptista, M. A. (2019). Tsunami hazard in the Portuguese coast: past events and future scenarios. Natural Hazards and Earth System Sciences, 19, 255–270.

Tedim, F., Leone, V. & McCaffrey, S. (2016). Defining extreme wildfire events: difficulties, challenges, and impacts. Fire, 1(1), 9.

UNESCO (2021). Tsunami Risk Reduction and Education in Coastal Areas. Paris: UNESCO.

How to cite: Costa, A. S.: Natural disasters, the role of schools in raising awareness of risk, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6913, https://doi.org/10.5194/egusphere-egu26-6913, 2026.

Gifted students represent a critical human resource for addressing complex global challenges such as natural hazards, climate change, and sustainable use of Earth’s resources. Due to their advanced cognitive abilities, high curiosity, and problem-solving potential, these students require enriched, interdisciplinary learning environments that connect local phenomena with global systems. School-based projects focusing on natural hazards, human impact, and Earth’s resources play a key role in fostering scientific literacy, environmental responsibility, and systems thinking, particularly when they are grounded in real-world data and contemporary scientific research.

Projects addressing earthquakes, sea level change, wheather extreme events, resource depletion, and anthropogenic effects enable students to understand the dynamic interactions between natural processes and human activities. When such projects extend from urban and tectonically active regions like Istanbul to polar regions such as the Arctic, students gain a holistic perspective of Earth as an interconnected system. The Arctic, warming three to four times faster than the global average, functions as a natural laboratory where the consequences of anthropogenic climate change—melting sea ice, permafrost thaw, and sea-level rise—are observed most rapidly. Linking local risk contexts with polar case studies strengthens students’ ability to transfer knowledge across scales and enhances their awareness of global responsibility.

This study presents an educational framework and project examples developed for gifted middle school students, integrating anthropogenic and natural hazards through inquiry-based, project-based, and experiential learning approaches. The framework is informed by the author’s 15 years of interdisciplinary teaching experience in physics, chemistry, biology, earth sciences, aviation modeling, and polar sciences, as well as by extensive national and international fieldwork. As one of the very few Turkish teachers to have conducted scientific work in the Arctic during winter, the author has translated firsthand polar observations into classroom practices, digital educational materials, and project-based learning modules. Experience gained through TÜBİTAK 4004 Nature Schools, eTwinning, Erasmus+, Antarctic Ambassadorship, and the Svalbard Research Project forms the methodological foundation of the presented projects.

Within this framework, students actively engage in scientific inquiry, data interpretation, and communication through science fairs, project competitions, and conference-style presentations. A recent student-led project on polar hazards examined the global impacts of climate-change-induced natural disasters in polar regions and reached the final stage of a national competition. Such experiences demonstrate how polar-focused projects increase student motivation, deepen conceptual understanding, and support the development of scientific process skills.

The findings highlight that integrating polar science and hazard education into gifted education curricula enhances environmental awareness, critical thinking, and global citizenship. It is recommended that teacher field experiences, international collaborations, and digital learning resources be expanded to support sustainable and scalable education models. By transforming up-to-date scientific knowledge into structured curricula, gifted education can cultivate future scientists and informed citizens capable of addressing anthropogenic and natural hazards affecting Earth’s systems.

How to cite: Oskay Yirmibeşoğlu, S.: Projects on Anthropogenic and Natural Hazards for Gifted Students: A Study From Istanbul to the Arctic, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-6925, https://doi.org/10.5194/egusphere-egu26-6925, 2026.

One of the biggest challenges of teaching environmental studies and geosciences focusing on complex problems is the lack of time that hinders the presentation of a problem through various aspects. While differentiation offers an opportunity for multiple inputs, this only allows diversification within the class, not for each student. Constructing multimodal escape rooms and scavenger hunts enable the incorporation of maps, graphs, pictures, videos, text and audios, augmented with motivating challenges, puzzles and tests which, with careful construction, can showcase a phenomenon in its complexity.  While it is not entirely clear how different modalities affect motivation, moreover our research suggests that there is a gender difference in the motivational response to the modality of the instructional material, the digital escape rooms provide a paper-free opportunity for multimodal learning. The poster would showcase good practices on how to construct collaborative multimodal escape rooms on various topics including volcanology and renewable energy, and highlight the possible motivational factors among these. 

How to cite: Hegyesi, D.: Collaborative multimodal learning as a tool for diversifying input options, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7392, https://doi.org/10.5194/egusphere-egu26-7392, 2026.

This contribution presents a project addressing key EGU GIFT themes: Natural Hazards, Human Impact, and Earth’s Resources. It was implemented over a three-week period in a public kindergarten class of 16 children aged 4–5 years in Crete. The inquiry-based educational project was initiated by the children’s observation that, despite it being late autumn, a small stream near their school was dry. This real-life observation provided a starting point for exploring drought as a natural hazard and its links to climate variability and human activities.

Children formed research groups and examined photographs of lakes, small rivers, and reservoirs from their island. Realizing that water scarcity extended beyond their immediate surroundings, they formulated inquiry questions such as: Where does water come from? How does the water cycle work? How do we use water in everyday life? What could happen if drought becomes more severe? Do human actions affect water availability?

The investigation employed developmentally appropriate approaches, including keeping a simple rainfall diary, exploring the water cycle using models and visual materials, educational videos, storytelling, interviews with grandparents to access local climate memory, and hands-on experiments related to evaporation and water filtration. Climate change was introduced in an age-appropriate way, focusing on environmental changes affecting water availability.

To explore the societal impacts of drought, children created and performed a puppet theatre depicting everyday-life scenarios such as lack of drinking water, difficulties in hygiene, and challenges in daily activities at home and in the community. In the final phase, the class identified mitigation and adaptation measures, including responsible water use, reuse of filtered water, and collective responsibility for protecting water resources.

The project concluded with a dissemination day open to parents and the wider school community, aiming to raise awareness of drought impacts and sustainable water-use practices. Children presented their work through drawings and written messages. Based on local observation, flexible activities, and simple materials, this project is easily transferable to other schools and regions, enabling educators to address local water-related hazards and climate change within their own environmental context.

How to cite: Thomadaki, A.: Water Matters! Understanding Drought through Inquiry and Play in Kindergarten, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7913, https://doi.org/10.5194/egusphere-egu26-7913, 2026.

Submarine volcanic eruptions are among the least visible, yet very frequently occurring natural hazards, which makes them particularly challenging to address in school. With the WAVES project, we have developed an interactive outreach tool that combines a physical 3D model with a digital story map to support teaching about underwater volcanism, natural hazards, and Earth system processes.

The tool is based on Kolumbo volcano in the Aegean Sea, which is one of the most active submarine volcanoes in Europe. This Aegean Sea region has experienced more than 100 explosive eruptions over the past 650,000 years. Santorini, just 8km southwest of Kolumbo is a major tourist destination visited by millions of people each year. Kolumbo therefore provides a compelling real-world case study to discuss volcanic hazards, risk awareness, and the societal relevance of geoscience research in coastal and marine settings.

Designed for both classroom and outreach contexts, the 3D model and accompanying story map in five languages introduce key geoscience concepts in an intuitive and visual manner. These include seafloor mapping using multibeam bathymetry, geophysical monitoring of active volcanoes, sampling techniques at submarine volcanic sites, and the identification and assessment of volcanic hazards. The tools allow teachers to illustrate how scientists investigate submarine environments and monitor geological processes that are otherwise hidden beneath the ocean surface.

The poster presentation is accompanied by a physical 3D model of Kolumbo volcano composed of four detachable blocks. These can be taken apart to reveal the internal structure of the volcano, as inferred from geophysical data, and to facilitate hands-on discussion of volcanic architecture and processes. In parallel, the digital story map presents the scientific background in an accessible and engaging format, using photographs, sketches, animations, and explanatory text.

Together, the 3D model and story map aim to foster curiosity, critical thinking, and awareness of natural hazards among students, while providing teachers with physical and adaptable teaching materials. The story map is available in several languages, facilitating its use in diverse educational settings and supporting the integration of marine geosciences into Earth science education. The teaching materials have been used with great success with school classes at secondary level, for teacher training and at open days for the public.

How to cite: Furst, S., Blanch Jover, M., Campbell, M., Stoepke, F., Hennke, A., Dengg, J., Hadré, E., Varotsou, E., Karstens, J., Bartels, T., Timm, C., and Crutchley, G.: From Seafloor to Classroom: Exploring Submarine Volcanism and Hazards, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7935, https://doi.org/10.5194/egusphere-egu26-7935, 2026.

A field trip is a valuable resource for geoscience teachers, especially when an important landscape is located near the school. The mining district of Cartagena-La Unión (SE Spain) can be a natural laboratory where geological resources, mining heritage, environmental impacts, and renewable energy infrastructure coexist. This work presents different interdisciplinary  student research projects developed in upper secondary education (ages 16–17) preceded by a field trip to this area, which provided lots of information, everything connected with the contents of the subject “Biology, Geology and Environmental Sciences”.

The activity begins with a field excursion to this mining site during which students make direct observations of geological structures, metallic mineralisations, mining remains and waste deposits, landscape transformation, vegetation adapted to metal-rich and water-limited soils, and a wind farm located along the mountain crest. During the visit, students could take some soil and mine waste samples, take photographs, follow maps and observe human impact in the landscape. With this activity, students see for themselves how geology, human activity, and the environment are all connected. 

Back in the school all the observations are the basis for their own investigations. The class is composed of 27 students divided into 7 groups that develop specific topics: mining resources (rocks and minerals), mining landscape and environmental impact, plant adaptations, wind energy, sediment and nutrient transport, biochemical cycles, and the effects of mining runoff on nearby coastal ecosystems. Apart from fieldwork, their research continues with activities that combine laboratory practices, use of digital tools, literature review and data discussion. With all the results obtained in the field, laboratory and bibliographic research, they produce scientific posters, interactive presentations and infographics that allow them to explain and expose their findings and share them to the rest of the class and to other students at school.

This way of teaching and learning encourages the students to be more interested in geosciences. It helps them to understand the relationship between geological resources, human activities and their environmental impact, sustainability and biological systems found in these landscapes. Beginning a class project with direct observation in the field will always facilitate and motivate students to investigate as we have proved with this activity.

How to cite: Domínguez Oliver, S. G.: A combination of field trip, laboratory analyses, use of digital tools and literature review as a pedagogic strategy for student research projects, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8181, https://doi.org/10.5194/egusphere-egu26-8181, 2026.

In today's era of climate change, it is essential to understand hazards. This project uses mathematical models to analyze environmental challenges and promote critical thinking.

Students will receive information about natural disasters and calculate the intensity and effect of human impact on natural resources.

Two activities were completed with the students.

1.What is the probability of a flood?

Goal : Probability of a flood occurring within a 100-year period.

(What did the students do?): Calculate the increase in hazard over time.

Mathematical problem: Given p = 0.01 (1%), calculate the  hazard over 4 years.

Solution:P(at least once) = 1 - (1 - p)ⁿ = 1 - (1 - 0.01)⁴ = 0.0394, or 3.94%.

Conclusion: Although 1% seems quite small, the probability increases over time. If we calculate the probability over 30 years, the hazard rises to 26%.

2.Urbanization and Flooding : What are the consequences of flooding?

Goal: Calculate water volume on natural and urban surfaces and how it affects flooding.

(What did the students do?): Two problems were calculated on the same area during the same heavy rain. This determined the amount of water absorbed by the ground and that running off into the streets.

Mathematical problem: Calculate the volume of water (V) over a 1 km² area with 50 mm² of rainfall in two environments:

• Forest: The soil absorbs 80% of the water, only 20% leaks out (C = 0.2).
• Concrete: The surface absorbs nothing, 100% leaks out (C = 1.0).

Solution: Forest: V = A · h · C= 1,000,000 m² * 0.05 m * 0.2 = 10,000 m³                                                                                                                                                    Concrete: V = A · h · C = 1,000,000 m² * 0.05 m * 1 = 50,000 m³, area, h - height of the rain, and C -  runoff coefficient.

Conclusion: We can conclude that concrete produces five times more surface water than forests do. Students discovered that urban flooding is a direct result of human impact on nature.

What did the students learn?

Students gained insights that changed their perspective on science and ecology:

• Students learned how to analyze and predict natural disasters using statistics.
• Direct Connection between Human and Nature: The second activity demonstrated that urbanization can increase water runoff by up to 500%.
• Students developed critical thinking skills by analyzing real-life problems. They thought critically and asked questions "Where and what is the boundary between urbanization and environmental safety?" and "How does urban construction affect community safety?"

Why is this important for the future? In an era of climate change, fostering environmental awareness is crucial. Mathematically literate students can use data to design sustainable cities and apply modeling as a tool to reduce natural hazard risks and protect the planet.

How to cite: Bojchevska, K.: Mathematical Modeling of Floods: Natural Hazards and Human Impact, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8310, https://doi.org/10.5194/egusphere-egu26-8310, 2026.

The Czech educational system is currently undergoing a reform aimed at shifting from the traditional focus on “covering the curriculum” towards the development of students’ key competences. The emphasis is no longer placed on the amount of content taught, but rather on what students are able to understand, apply, and meaningfully use in real-life situations.

When teaching natural hazards, inquiry-based and experimental approaches are particularly effective. Analogue modelling can be readily implemented in the classroom, allowing students to practically test different scenarios, formulate and verify hypotheses, and deepen their understanding of natural processes. Hands-on experimentation significantly enhances learning and fosters creative and innovative thinking. Through experiments, students can analyse the impacts of natural disasters and propose concepts related to societal preparedness, risk prevention, and mitigation.

In this poster, I present a selection of Earth science experiments and illustrative demonstrations developed and implemented with students using low-cost materials and mostly simple equipment. The examples include models of earthquakes (earth mantle behaviour, construction and use of a school seismograph, simulation of seismic waves, design of earthquake-resistant buildings, soil liquefaction), volcanism (magma viscosity and eruption styles, hotspots, caldera formation), orogenic processes (folding, formation of accretionary wedges), and mass movements (landslides).

How to cite: Veselá, P.: Teaching Natural Hazards with Analogue Models and Classroom Experiments, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8323, https://doi.org/10.5194/egusphere-egu26-8323, 2026.

Institut Torrent de les Bruixes, located in an urban area near Barcelona (Spain), is strongly committed to environmental education and climate literacy. Its proximity to the protected Serra de Marina Natural Park provides an extended learning environment for teaching Earth and Environmental Sciences. In parallel, the school is involved in a regional initiative promoted by educational and environmental authorities seeking to transform the schoolyard into a climate-adapted space.

Despite this favourable context, engaging secondary school students with Earth sciences remains a challenge. To address this issue, we designed a cross-curricular, inquiry-based learning project using a recent extreme event—the Valencia flood of October 29th, 2024—as a real-world learning context. The project involved all secondary students (ESO) and aimed to strengthen students’ understanding of natural hazards, climate change and societal vulnerability.

The DANA project was structured around three main learning axes. First, students explored the atmospheric processes underlying the event, linking extreme precipitation in the Western Mediterranean to ongoing climate change. Second, they analysed flood vulnerability factors, focusing on land use, urban planning and infrastructure. Third, students reflected on local risk by connecting the Valencia floods to past flood events in their own town (1964), emphasising the role of informed citizens and public decision-making in building resilient communities.

This poster presents the design, implementation and educational outcomes of the DANA project, and aims to share transferable ideas and classroom strategies with other GIFT participants interested in teaching natural hazards and climate-related risks in secondary education.

How to cite: Costa, E., Miota, T., Luna, D., Castillo, N., Morgado, L., Soriano, F., Beltrán, J., Yelamos, N., Pijoan, N., Fusté, L., Nievas, A., and Fernández, L.:  ‘DANA’ 2024: Turning Extreme Floods into Learning Opportunities for ESO Students, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8324, https://doi.org/10.5194/egusphere-egu26-8324, 2026.

AUTHORS: WIRNSUNGRIN TIMOTHY NDZEYEBI AND MANI MIERGUE ESTELLE

SCHOOL ADDRESS: GOVERNMENT BILINGUAL PRACTICING HIGH SCHOOL YAOUNDE, CAMEROON

P.O. BOX 834 YAOUNDE

timobless2015@gmail.com and manimiergueestelle@gmail.com

ABSTRACT:

Measurement of atmospheric parameters is crucial for weather forecasting, future studies, and understanding climate change. This study explores the use of locally sourced materials such as ARDUINO sensors (to measure temperature and humidity) and a rain gauge using graduated Coca-Cola bottles by our school club named Meteo‒Eau Horizon.

On September 24th, 2025, with the assistance of resource persons who were Doctorate students from the University of Yaoundé 1, we built four Arduino sensors and positioned them in four zones within the school premises, collecting temperature and humidity data for eight weeks. This exercise was conducted every Wednesday from 1:30 pm in the four different zones.

On October 1st, 2025, students constructed rain gauges and positioned them in their various homes, collecting daily rainfall data in quarters such as Chateau, Bonamoussadi, Melen, Obili, Carousel, Emia, and Mokollo. Data collection started on October 7th, 2025, and ended on November 7th, 2025.

Eight different sites were identified, and with the aid of a GPS, a location map was created. Data were analyzed and presented using line graphs (temperature and humidity) and multiple bar charts (rainfall).

Findings show that temperature and humidity vary within the school premises. Zone one, close to the weather station, had similar data to the modern weather station. Zones two, three, and four had slightly varied data. Rainfall data revealed variations within Yaoundé, with some quarters recording higher quantities than the station.

This research highlights the potential of integrating local and modern techniques for enhanced weather monitoring and contributes to understanding weather monitoring approaches in schools.

Keywords: Atmospheric parameters, Arduino sensors, Climate change, Weather monitoring.

How to cite: Timothy Ndzeyebi, W., Miegue Estelle, M., Bigot-Cormier, F., Jouffray, F., Balestra, J., Robodetti, A., Rose Koh Minfele, M., and Landry Messende Mba, B.: Comparative analysis of atmospheric parameters (temperature, humidity, and rainfall) using local and modern weather monitoring systems., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8445, https://doi.org/10.5194/egusphere-egu26-8445, 2026.

This poster presents the integration of Open Data into secondary education through an innovative educational intervention focused on water quality monitoring in Greek rivers. It leverages real-time physicochemical data -such as pH, temperature, dissolved oxygen and conductivity- from the sensor network operated by the Hellenic Centre for Marine Research (HCMR), part of the national monitoring efforts.
The worksheet engages students in analysing visualised time-series data from river stations, starting with parameter interpretation and progressing to correlation analysis.
Implementing this educational activity in class enhances student’s data literacy and critical thinking by enabling analysis of authentic research datasets, bridging theoretical knowledge with real-world applications. In addition, cultivates environmental awareness and water literacy, empowering students to evaluate river health and advocate for sustainable practices using evidence-based reasoning.

How to cite: Tziortzioti, C. and Dimitriou, E.: Harnessing Open Data in Classroom: Fostering Water Literacy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10047, https://doi.org/10.5194/egusphere-egu26-10047, 2026.

This project aims to foster scientific literacy, environmental awareness, and understanding of natural hazards among secondary school students living in a high flood-risk area in the Mediterranean basin. The impacts of the floods in the Valencia Province on October 24^th 2024 are still present in the students’ community, which makes it essential to address natural hazards through an educational approach that is both scientifically rigorous and emotionally safe. The experiences presented at the Geosciences Information for Teachers (GIFT) programme of the European Geosciences Union were implemented at IES Albal the school year 25/26 and belong to the Biology and Geology learning units.

The methodology is based on hands-on, playful and inquiry-based learning, allowing students to actively engage by building models, experimenting, and observing processes within the risk-free environment of the classroom. Through these activities, students learn to understand the Earth as a dynamic system and to integrate key concepts such as risk-aware land-use planning, disaster prevention, and resilience in order to better cope with future natural hazards.

This approach is aligned with the current educational framework in Spain, shaped by the LOE (2006) and LOMLOE (2020), which emphasises the development of active, critical, and socially responsible citizens. This marks a shift away from earlier models con content transmission and standardised assessment, towards a competency-based and participatory model that promotes critical thinking through experiential learning. In this context, several practical activities from the Earth Science Teachers’ Association website (www.earthlearningidea.com) resources were selected, as they strongly align with these pedagogical principles.

The 2024 Valencia flood was a severe hydrometeorological event caused by an episode of exceptionally intense and persistent rainfall, associated with a cut-off low pressure system (DANA) over the western Mediterranean. Such systems are recurrent in the Valencian region and constitute a significant source of flood hazard. However, while flooding represents a major risk in this area, it is not the only natural hazard: desertification, landslides, wildfires, coastal erosion, earthquakes, volcanic activity, and tsunamis pose significant threats in different parts of the Spanish territory – beyond Valencia. Students therefore participate in experiments and simulations related to those risks, gaining a broader and more integrated understanding of natural hazards and human vulnerability.

How to cite: Cortinas Vicent, A., Úbeda, J., Hernández Sáez, S., and Chiralt Garcia, D.: From flood experience to scientific understanding: engaging students with natural hazards through active learning, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10316, https://doi.org/10.5194/egusphere-egu26-10316, 2026.

Since 2021, the 2nd Laboratory Center for Science (L.C.S.H.) of Heraklion, Greece, has fostered a strategic partnership with the Sitia UNESCO Global Geopark through its annual Summer Schools and specialized teacher training workshops. These workshops are designed to bridge the gap between scientific theory and classroom practice, equipping educators with hands-on skills in Environmental Chemistry and Geoscience. Following the Inquiry-Based Science Education (IBSE) methodology, the curriculum encourages participants to move beyond rigid textbooks. Teachers formulate and test hypotheses regarding geological processes and environmental shifts through hands-on experiments and simulations. Key activities include: Climate Change Simulations: Exploring atmospheric and environmental impacts, Geoscience & Speleology: Understanding Karst cave formation through hands-on modeling, Hydrogeology: Practical experiments on water filtration and river pollution dynamics. The success of these activities is evidenced by their integration into the Sitia Geopark’s school programs and the "Learning and Teaching about Climate Change" (EDU4clima) project of the University of Crete. This collaborative model demonstrates how Geoparks can serve as dynamic "living laboratories" for sustainable science education.

How to cite: Dermitzaki, E., Papamatthaiaki, I., and Pierrou, P.: Bridging geoscience and education: inquiry-based learning at the Sitia Unesco Global Geopark , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11099, https://doi.org/10.5194/egusphere-egu26-11099, 2026.

The educational activity Which natural hazards could damage the area you live in? represents a collaborative project involving a local school in Romania (Colți Secondary School), a UNESCO Global Geopark (Buzău Land), and an academic institution (National Institute for Research and Development for Earth Physics – INFP). The project was implemented within the GeoFUN Educational Network of the geopark and aimed to enhance the understanding of natural hazards and their impact on local communities through an approach based on applied learning, direct observation, and practical activities. The activities capitalized on the local geological context of Colți, a hilly area located in the fold and thrust belt of the Carpathians.

Students participated in field-based observation activities, identifying the causes and effects of landslides and earthquakes by analyzing real examples from the vicinity of the school (affected properties and land, damaged roads, and areas with slope instability). Through guided observations and applied discussions, they examined factors such as soil structure, slope inclination, water presence (springs, infiltrations, heavy rainfall), and human interventions (deforestation, agricultural activities, construction in risk-prone areas), establishing clear links between natural processes and the associated risks.

In parallel, students practiced training measures and appropriate behavior before, during, and after the occurrence of natural hazards. These activities included simulations of behavior in case of an earthquake, the identification of safe areas, evacuation rules, and personal protection protocols, thus contributing to increasing awareness and responsibility towards risk management. The results of these activities were disseminated to the City Hall of Colți Commune in order to support the understanding of the mechanisms of natural hazards at the level of the entire community.

The National Institute for Research and Development for Earth Physics played an essential role by providing scientific expertise and educational support. The institute's specialists coordinated practical activities and experiments on the mechanics of earthquake production, explaining the types of seismic waves and how they propagate. The students used a didactic seismograph to understand the working principle of a real instrument and were trained, together with their teachers, in using the Raspberry Shake online platform for real-time observation of seismic recordings and interpretation of the collected data.

The developed lessons were designed as models of good practice, made available to teachers within the GeoFUN Network, and used within the Măgurele Summer School, an educational program dedicated to training teachers and students through interdisciplinary STEM activities. The summer school is organized by the “Horia Hulubei” National Institute for Physics and Nuclear Engineering (IFIN-HH), the National Institute for Research and Development for Earth Physics (INFP), and the University of Bucharest, promoting strong links between research, education, and practical applications.

Furthermore, the lessons have the potential to be replicated in other partner schools and geoparks through the GeoSite project (Project 2023-1-NO01-KA220-HED-000158109 – The geopark as digital and local learning site). Through integration into educational programs and cooperation networks, these resources contribute to strengthening Earth science education and promoting a common European approach to natural hazard management.

How to cite: Scutaru, C.: Which natural hazards could damage the area you live in?, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11602, https://doi.org/10.5194/egusphere-egu26-11602, 2026.

Background:

How should we address the natural hazards? This question has been a longstanding issue in Japanese society. After the Great East Earthquake in 2011, Education for Disaster Prevention (EDP) has been especially positioned in various school subjects and has become one of the important learning themes for Social Studies including geography, history and civics areas, aiming to build a sustainable society and its citizens. At the same time, a lot of symposiums or teacher education programmes regarding natural hazards and EDP have been held in geographical societies in Japan.

Purpose:

This research examines the characteristics of EDP in primary and secondary Social Studies in Japan, and the outreach for supporting EDP in school education by geography societies.

Methods:

This research analyses the contents of the Course of Study for primary and secondary Social Studies revised in 2017/2018, and outreach by geography societies.

Results & Discussion:

‘Self-help,’ ‘mutual assistance’ and ‘public support’ are the important ideas for disaster prevention in Japan, these ideas are positioned in the primary and secondary Social Studies curriculum. For example, students read a (hazard)map in their local area and make a decision on how they should evacuate in the hazardous events, to develop the idea‘self-help.’ Lessons such as this are well-seen in the primary and secondary geography classes. On the other hand, lessons introducing the idea ‘public support’ are often positioned in civics. Lessons of this type tend to help students understand the various levels of government’s roles in natural hazards and develop their competency to propose disaster prevention measures for local society as citizens.

In Japanese geography societies, research on natural hazards and EDP has been conducted for a long time. Its outcomes have been opened to the public, such as workshops for teachers and public symposiums, etc. In addition, fieldwork programmes in disaster areas are conducted by some geography societies.

How to cite: Sakaue, H. and Yui, Y.: Characteristics of Education for Disaster Prevention in Social Studies in Japan, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11911, https://doi.org/10.5194/egusphere-egu26-11911, 2026.

Wildfires are one of the most serious forms of environmental degradation and represent a natural disaster. Human influence plays a key role in their occurrence and intensity. This posterresents an integrated educational approach that adapts teaching content to suit students' diverse and learning styles, with a particular focus on environmental topics such as sustainable development and climate change. Through this approach, students acquire scientific knowledge about the causes, processes, and consequences of forest fires, as well as their irreversible effects on ecosystems.

In the first teaching activity, students analyse various forms of negative human impact on the environment, including intentional and unintentional fire-setting, uncontrolled deforestation, and pollution of air, water, and soil. Using the 'brainstorming' technique, students work in groups to identify the main causes of forest fires and establish cause-and-effect relationships between fires and wildlife in forest ecosystems. Using visual displays with arrows and schematic representations, students can see the chain of consequences, such as the destruction of plant life, loss of habitats, and disruption of biodiversity.

The second activity is experimental and focuses on burning as an irreversible chemical process. By conducting a safe and controlled experiment involving a tea bag filter, students observe the release of heat and the material changes that occur during burning. They analyse and compare the results obtained with the processes that occur during real forest fires, concluding that burning has lasting consequences for the environment, including the emission of smoke, heat and toxic substances.

Research shows that combining investigative learning with group work and experimental activities can significantly contribute to developing environmental awareness and critical thinking skills, as well as encouraging responsible behaviour among students. This is essential for preventing and mitigating the consequences of forest fires.

Keywords: forest fires, natural hazard, anthropogenic impact, environmental education, burning, biodiversity, sustainable development.

How to cite: Arsovska, B.: An Integrated Educational Approach to Studying Wildfires as Natural Hazards and Their Impact on Ecosystems, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12068, https://doi.org/10.5194/egusphere-egu26-12068, 2026.

Geological hazards such as earthquakes, volcanoes, landslides, and tsunamis are topics that consistently capture students’ interest in secondary education. Learners are often highly engaged by dramatic footage and images, and there is an abundance of freely available video resources online. However, many of these materials are produced for general public consumption or for younger audiences and frequently prioritise spectacle and catastrophism over scientific explanation. As a result, they may lack correct, relevant or detailed information required to support students’ learning.

Effective teaching of geological hazards can benefit from activities with enquiry, tangible models and investigation through practical work. However, teachers often face significant constraints related to time, curriculum demands, and limited budgets. These challenges make it essential to identify teaching approaches and practical activities that are both effective and feasible within typical secondary school settings.

This poster presents some ideas, activities, and teaching approaches designed to support the teaching of geological hazards in secondary education. Emphasis is placed on easy-to-resource, low-cost materials and simple investigations that can be readily adapted for classroom use. The suggested approaches aim to help students link observable phenomena to the underlying geological concepts and their impacts on human populations.

How to cite: Hansen, J.: Ideas for teaching geological hazards in secondary education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12359, https://doi.org/10.5194/egusphere-egu26-12359, 2026.

This poster presents an educational project on natural hazards and risk prevention, developed and implemented in a Romanian vocational school. Centred on locally relevant hazards, the methodology employs innovative, low-tech teaching methods that integrate classroom instruction with field observations and community engagement. Students actively mapped local risk factors, analysed historical hazard events, and co-developed preparedness strategies through dialogue with community members. The activities emphasise practical learning, risk awareness, and civic responsibility, demonstrating that effective and impactful hazard education is achievable in resource-limited secondary education contexts, including settings with constrained digital access. The project also emphasises the importance of tailoring educational approaches to local contexts to foster long-term resilience and informed decision-making among young people.

How to cite: Lichi, A.: Building Resilience from the Ground Up: A Practical Framework for Hazard and Risk Education in Romania, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12616, https://doi.org/10.5194/egusphere-egu26-12616, 2026.

The raise of awareness for the present-day climate change has encouraged schools to undertake actions. This has led to the creation and implementation of education and awareness programs for all ages. This study investigates the significance of environmental education in Greek Schools, focusing on how effectively climate issues are addressed and the engagement of students in climate action initiatives. Additionally, the study underscores the effectiveness of various teaching methods such as classroom activities, including hands-on experiments, discussions, simulations and educational excursions to the centers of environmental education and research institutions of Crete (Greece). This work aims to educate students on the relation of environment with human life, the importance of environmental conservation and the human impact on ecological systems. Integrating environmental education holistically into schools can empower future generations to address pressing environmental issues effectively. This work has been supported by the projects: Climademy (Erasmus+ Climate Change Teachers’Academy) and EDU4Clima (Learning and Teaching about Climate Change- Hellenic Foundation for Research and Innovation), to provide a comprehensive framework where educators can learn how to teach future generation of European citizens on climate change issues.

How to cite: kalaroni, S.: Integrating Environmental Education in Greek Schools, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13199, https://doi.org/10.5194/egusphere-egu26-13199, 2026.

My poster focuses on my work as a GEFO in France and is related to this year’s theme: Natural Hazards, Human Impact, and Earth's Resources: Shaping Life and Earth. A GEFO is a Geoscience Education Field Officer for the EGU. We are now 11 people in Europe, one per country.

You can find more information : https://www.egu.eu/education/gefo/

As a GEFO, I organise regional or national workshops to promote geosciences to primary and secondary school teachers.. I have been doing this job for one and a half years now, and I carry out my activities in several regions in France. I worked with inspectors to organise training sessions for primary or secondary schools teachers, I was invited by the APBG (Association des Professeurs de Biologie et de Géologie) and also performed with Geopark coordinators.

My poster illustrates the details of some of the workshops I run, how I engage people in the activities and the outcomes.

How to cite: Larose, C.: Workshops by GEFO in FRANCE: «  how to involve teachers in Geosciences », EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13296, https://doi.org/10.5194/egusphere-egu26-13296, 2026.

This contribution describes an educational experience based on reality-based and active learning aimed at teaching volcanic risk management to third-year middle school students in the Campania region (Southern Italy), a territory exposed to significant volcanic hazards due to active volcanoes such as Mount Vesuvius and the Campi Flegrei caldera. The project, “Living in the Shadow of Volcanoes: Knowledge as Protection”, is grounded in the idea that risk education is most effective when learners are directly involved in meaningful, authentic tasks connected to their own environment.

Students are engaged as scientific communicators and are tasked with designing and developing a collaborative digital information space (Padlet) addressed to the school community and local citizens. The learning pathway is built around a real and socially relevant problem: how to inform citizens about volcanic hazards, risk scenarios, and appropriate behaviors in emergency situations. To address this challenge, students work collaboratively in four thematic groups focusing on (1) volcanic structures and types in Campania, (2) the concepts of hazard, vulnerability, and risk, (3) emergency and evacuation planning, and (4) individual preparedness and safe behaviors before, during, and after an eruption.

The final products include multimedia presentations, infographics, digital posters, simulated or real interviews with scientists (e.g., volcanologists), and a short informational podcast, all integrated into a publicly shareable Padlet designed for public dissemination.

This teaching approach promotes interdisciplinary learning and supports the development of scientific understanding, digital competence, communication skills, collaboration, and active citizenship. The experience highlights the educational value of reality-based tasks and digital tools in fostering risk awareness, encouraging preventive attitudes, and strengthening the connection between school learning, civic responsibility, and territorial safety.

How to cite: Stellato, L. and Dolce, M. G.: Learning to manage volcanic risk: the educational value of reality-based and active teaching in Middle School, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13764, https://doi.org/10.5194/egusphere-egu26-13764, 2026.

The Friuli Venezia Giulia (north-eastern Italy), a region prone to seismic events, represents a
natural laboratory for studying earthquakes, both past and present, and their consequences.
Seismic risk depends on three basic elements: hazard (i.e. the natural phenomenon),
exposure (buildings, people and other assets that are subjected to ground shaking) and
vulnerability (i.e. the tendency of exposed objects to be damaged by shaking). In this project,
developed at the “Niccolò Copernico” High School (Udine), students understood that risk can
be reduced by mitigating either exposure or vulnerability in two different ways: first, by
assessing buildings exposure and second, by reducing individuals vulnerability through
awareness and appropriate actions.
The project developed in two phases:1. During the first phase students contributed to the CEDAS project (Census of Building for
Seismic Damage Estimation) coordinated by the National Institute of Oceanography and
Applied Geophysics (OGS). They performed a survey of the current building stock in their
municipalities using a protocol developed by OGS researchers. This phase expanded the
existing CEDAS dataset, contributing to exposure assessment with information on relevant
features (height, shape, etc) for about 1800 buildings. This allowed students to understand
the fundamental elements of seismic exposure and, at the same time, to get familiar with the
characteristics of the territory where they live. This activity was carried out using a dedicated
platform developed within the national research project SMILE (Statistical Machine Learning
for Exposure development), coordinated by OGS.
2. In phase two, students learned how to process data using basic statistical tools, in order
to summarise, understand and present the main features of the collected buildings data.

Following this experience, students will examine the evacuation protocols of school buildings
and other aspects of earthquake emergency response within their school, in order to assess
potential weaknesses (signs, object placements, etc.) and propose potential improvements.

The combination of these activities will contribute enhancing risk awareness among the
younger generation.

How to cite: Casatta, E., Barnaba, C., Bittolo, M., Gobbo, F., Novel, D., Peresan, A., Sema, M., and Scaini, C.: Seismic Risk and Education: Engaging students in understanding earthquakes and exposure., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13832, https://doi.org/10.5194/egusphere-egu26-13832, 2026.

Educating on Natural Hazards, Resource Preservation, and Human Impact on the Planet in an International Context

This article presents examples of Earth science educational activities in international school contexts, particularly in European Schools and French international schools. In both systems, science education is a key lever for developing transversal skills, understanding planetary challenges, and fostering active citizenship. European Schools emphasize multilingual and multicultural education based on values such as democracy, equality, and tolerance, while French international schools prioritize academic excellence, critical thinking, secularism, and multicultural awareness.

In French international schools , Earth and Life Sciences (combine biology and geology, whereas European Schools offer an integrated science curriculum linked to Social Sciences and Geography. These approaches help students understand natural processes (geological, climatic, and biological), identify natural hazards, and analyze their mechanisms, while also evaluating human impact and resource management.

Example 1 – European Values: Women Scientists and Earth Sciences

As part of a project on gender equality, S1 students explored the role of women in science. European scientists, including Florence Bigot-Cormier from the GéoAzur laboratory, were invited to be interviewed by students. Discussions focused on their research, including gravitational collapses and water resources in Cameroon, while also addressing gender equality in scientific careers. Students are currently preparing a portrait of each guest, combining scientific learning with reflection on European values.

Example 2 – Food Resources, Biodiversity, and Human Action: World Café

With S3 students, a World Café pedagogical activity was implemented. Inspired by debate cafés, it encourages cooperation and discussion in small groups around complex questions. This method allowed students to tackle broad and sometimes controversial topics related to resources, biodiversity, and human impacts.

Example 3 – Geosciences Olympiads

The Geosciences Olympiads promote project-based learning and foster a passion for research. Students develop a scientific project and present it as a video and an article. Among the 2024–2025 winners were students from Lycée Français Montaigne in N’Djaména, who studied soil properties and water stagnation in the city, and students from Lycée Français Jean-Mermoz in Dakar, who investigated the durability of local construction materials, particularly laterites, in modern buildings. These projects illustrate the connections between natural hazards, resources, and human action.

These pedagogical examples show how, across different international educational systems, Earth science teaching can combine knowledge acquisition, transversal skills, critical thinking, and citizen engagement with societal approaches to contemporary global challenges.

How to cite: Freyssinel, I.: Educating on Natural Hazards, Resource Preservation, and Human Impact on the Planet in an International Context, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13944, https://doi.org/10.5194/egusphere-egu26-13944, 2026.

Earthquakes are a fundamental component of the Earth’s geophysical evolution and among the most significant natural hazards affecting human societies, particularly in seismically active regions. This study presents an educational project designed for 10-year-old students, aiming to introduce earthquakes both as natural geophysical processes and as phenomena with direct impacts on human life. The project was implemented in a Greek primary school during an optional Geoscience lesson and had a total duration of 10 hours. The initial concept was inspired by the students’ interests, as they live in Crete, an island characterized by high seismic activity. Through experiments, hands-on activities, visual representations and an interview with a professional geologist students explored fundamental concepts related to the Earth’s internal structure, tectonic plate movements and seismic activity. They constructed a simple seismograph and a seismic simulation platform to investigate key principles of earthquake-resistant construction. STEM principles were further integrated through the design of earthquake alarm systems using basic electric circuits. As a final outcome, students created digital books to document their investigations. The e-books include illustrations of the Earth’s layers, maps of tectonic plates and safety guidelines for earthquake preparedness. Overall, the project demonstrates how experiential and inquiry-based learning can foster scientific literacy, risk awareness and an understanding of human responsibility in relation to natural hazards.

How to cite: Bagiati, M. S.: Raising Seismic Risk Awareness through Geoscience Education in Primary School , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14264, https://doi.org/10.5194/egusphere-egu26-14264, 2026.

In a data-rich and visually mediated world, thematic maps play a central role in communicating information about natural hazards, human impacts on the environment and the use of Earth’s resources. From climate-related risks to land-use change and resource distribution, maps are essential tools for understanding complex geoscientific processes and supporting informed decision-making. Despite this, both research and classroom experience indicate that lots of students struggle with interpreting thematic maps, particularly when tasks require higher-order spatial reasoning and critical evaluation.

This contribution presents an educational and research-based framework for developing map literacy through targeted, task-based geography instruction, which can promote a better understanding of natural hazards, human-environment interactions and Earth’s resources in and outside the classroom. Building on a comprehensive map-reading competence model, map literacy is conceptualised as a complex skill integrating visual decoding, analytical interpretation and reflective reasoning about spatial representations.

Drawing on materials developed within the ongoing research of the MTA-SZTE Research Group on Geography Teaching and Learning as well as participating primary and secondary school teachers; our team of researchers, practicing teachers and undergraduate students have been designing a structured set of thematic map-based tasks both for primary and secondary education. Besides fostering basic map literacy, the exercises are also planned to address complex topics such as climatic hazards, urban and regional human impacts, and resource-related spatial patterns, and include activities like comparative analysis of multiple maps, spatial decision-making, route planning and collaborative map creation. Both analogue and later on digital formats are used, allowing flexible adaptation to different learning contexts and levels.

The ongoing large-scale classroom testing applies pre- and post-assessment designs to investigate learning gains in map literacy, differences across age groups and potential links to reading comprehension and mathematical reasoning. By embedding thematic map use explicitly in education on natural hazards, human impact and Earth’s resources, this study highlights the role of map literacy in fostering spatial thinking, critical engagement with geoscientific information and responsible citizenship.

The MTA-SZTE Research Group on Geography Teaching and Learning is funded by the Research Programme for Public Education Development of the Hungarian Academy of Sciences for the period 2022-26.

How to cite: Dr. Kádár, A.: Developing Map Literacy for Understanding Natural Hazards, Human Impact and Earth’s Resources in Geography Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14312, https://doi.org/10.5194/egusphere-egu26-14312, 2026.

The most important watercourse of the Hungarian Great Plain is the Tisza River, which rises in the Carpathians and flows into the Danube at Titel. As the longest tributary of the Danube, it connects Ukraine, Romania, Hungary, Slovakia, and Serbia. For centuries, the river fundamentally shaped the landscape, the location and character of settlements, and local forms of land use. Prior to river regulation, floodplain management adapted to the Tisza’s natural hydrological regime provided predictable water supply for agriculture and ensured abundant fish resources for local communities. Following the river regulation works carried out at the end of the nineteenth century, the landscape underwent significant transformation: the cutoff of meanders, confinement of the river between embankments, and narrowing of floodplains altered the regional water balance. The river’s increased gradient and erosive capacity have led to channel incision along several sections, contributing to the further decline of the already low groundwater levels of the Great Plain, a region frequently affected by drought. These processes have adverse impacts on agriculture and the regional microclimate. In recent years, increasing emphasis has been placed on the need to retain water within the landscape rather than rapidly draining it, particularly in the context of drought adaptation.

The Szeged Regional Natural Science Student Laboratory, operating at the SZTE Báthory István Practicing Secondary and Primary School, organizes the Tisza Competition annually with the aim of raising awareness among students aged 9–12 about the importance of water as a natural resource, as well as introducing the natural values and environmental challenges associated with the Tisza River. Each school year, the competition is structured around a focal theme; in the 2025-2026 academic year, the central topic is the role of water retention along the Tisza in adaptation to drought. During the two-round competition, students deepened their knowledge, shaped their attitudes, and developed operations of scientific thinking through creative production and data-collection activities. In the first round, in addition to solving quiz tasks related to the geography and natural hazards of the Tisza, students created mind maps illustrating the positive effects of floodplain management and constructed a physical model of no more than A3 size to present the key characteristics of the Tisza landscape prior to river regulation. The submitted works were exhibited by the jury at the final round. The interactive tasks of the final round also focused on water retention, with particular emphasis on the application of map use and map-reading skills.

Through these activities, the Tisza Competition can be interpreted as a complex school-based project that strengthens students’ attachment to their local environment and, by building on active student participation, effectively contributes to the development of knowledge-based, environmentally conscious thinking and behaviour.

The MTA-SZTE Research Group on Geography Teaching and Learning is funded by the Research Programme for Public Education Development of the Hungarian Academy of Sciences for the period 2022-25.

How to cite: Tóth, Á.: The Tisza Competition – A Regional Academic Contest Related to the Environmental Hazards of a Hungarian River, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14697, https://doi.org/10.5194/egusphere-egu26-14697, 2026.

Outdoor Science Education in primary school is a pedagogical approach that promotes experiential learning, collaboration, and the development of environmental awareness. The poster presents a school project based on inquiry-based education that was implemented in a public garden in the local area where the students live. The activities focused on investigating biodiversity, with an emphasis on insects and small animals, birds, as well as the study of sound.

Contemporary urbanization constitutes one of the most intense forms of human intervention in the environment, often leading to phenomena such as urban heat islands and severe noise pollution.

One of the key scientific findings concerns the creation of “shadow zones” by trees, which significantly reduce the intensity of sound (decibels) originating from human activity. Although the sources mainly focus on sound, this scientific concept is directly linked to microclimate regulation: the garden not only absorbs noise but also functions as a cooling system that mitigates the urban heat island effect in the city center. Special emphasis was placed on understanding the school garden as a micro-ecosystem that provides benefits both to living organisms and to humans.

Students were asked to answer the question: “What would happen if the garden did not exist?” Their responses highlighted the role of the garden in improving quality of life, preserving biodiversity, and serving as a space for learning and social interaction, as they recognized that the loss of such a space would have negative consequences for both biodiversity and humans.

The loss of an urban garden can be viewed as a small-scale representation of the impacts of natural disasters that affect vegetation and ecosystems, such as wildfires and extreme weather events (heatwaves and drought).

Although the activities did not directly focus on natural disasters, they highlighted the human impact resulting from environmental degradation and the loss of urban green spaces—phenomena that often accompany natural disasters. In conclusion, the Municipal Garden is not merely a recreational space but a critical infrastructure that regulates the microclimate and protects urban life.

How to cite: Moustroufa, E.:  Inquiry-based science learning in primary school: Ηuman and environmental impact of a potential natural disaster in an urban habitat, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14766, https://doi.org/10.5194/egusphere-egu26-14766, 2026.

How to cite: OGrady, S.: Teaching magmatic differentiation as a mechanism for the concentration of ore deposits – a visual approach, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15055, https://doi.org/10.5194/egusphere-egu26-15055, 2026.

The geographical proximity of Viriato Secondary School to Monte de Santa Luzia, in Viseu, Portugal, led us to design a pedagogical intervention that promotes awareness of its importance as a georesource, enabling an approach to Natural Hazards, Human Impact and Earth’s Resources. This dynamic is developed with the aim of promoting more meaningful learning for students since a resource from the region and the area surrounding the school is used. It is also intended to foster active citizenship, with a view to Sustainable Development and Environmental Education.

For 25 years (1961 to 1986), Monte de Santa Luzia was the site of quartz extraction by  "Companhia Portuguesa de Fornos Elétricos" in Canas de Senhorim. As a result, a large crater remained, considered an authentic "window to the interior of the Earth", which was used for the construction of the Quartz Museum. Unique in the world, it is an interactive center for exploring the geological and natural heritage of the Viseu region, with a strong educational focus and a privileged space for school visits focused on learning about geology, natural heritage, and its protection and preservation.

This activity will allow the mobilization of scientific and technological skills and knowledge, through a problem-solving situation related to the characteristics and exploration of quartz and, in this way, constitute learning in the context of the theme of "Minerals", contributing to a greater understanding of the geodiversity existing in Monte de Santa Luzia. This activity will also provide opportunities to work on Biology and Geology (11th Grade) essential learnings, namely, researching and systematizing information, integrating prior knowledge, to build new knowledge. Methodologically, the class is divided into 3 groups that will choose a theme from among the three study proposals of Monte de Santa Luzia (Viseu): "Quartz - Characteristics and Geological Context"; "The History of Quartz Exploration as a Mineralogical Resource"; and “Impact and Rehabilitation of the Quarry”. After a study trip to the Quartz Museum and surrounding area to gain knowledge about the chosen subjects, the students will continue researching scientifically credible  information that allows for a deeper understanding of the aspects under study. Valuing digital tools, each group will structure the collected information and present it in the form of a scientific poster, in order to share it to the whole class and the educational community through an exhibition.

It was concluded that Monte de Santa Luzia, in Viseu, can be used as a very valuable pedagogical resource to work, at school, on issues related to Natural Hazards arising from the exploitation of Earth’s Resources and, from this perspective, the Impact caused by Humans who have been shaping Life and the Earth.

How to cite: Bernardes Pereira, A.: Monte de Santa Luzia, in Viseu, Portugal, as a geological and educational resource, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-15069, https://doi.org/10.5194/egusphere-egu26-15069, 2026.

Open data refers to digital information that anyone can access, use and share freely. In the Mediterranean region, a region frequently affected by earthquakes, thisdata is essential for understanding and raising awareness about natural hazards.

The educational framework of the teaching proposal connects open data with established teaching concepts, such as inquiry-based learning and open educationand focuses on transforming students into active creators. Rather than replacing current methods, this approach encourages personal learning experiences andallows students to apply what they learn, acting as researchers.

The main objectives of the teaching proposal are to promote inclusion, cultivating a learning environment where every student feels valued, regardless of theirbackground. It also aims to enhance participation through teaching materials that reflect the unique identities and communities of students. The above teachingpractices seek to achieve equity, via student-centered approaches that balance the achievement gap.

The teaching tool utilized is the active fault model. This resource gives students the opportunity to observe, describe, and study the processes behind naturalhazards. It aims to develop both physical skills and emotional competencies in the field of geoenvironmental learning. In addition, it encourages collaborationbetween teachers and students in various subjects, such as Geology, Physics (oscillations, energy), and Robotics/STEM.

The poster presents how the NOAFaults v7.0 database can be used in classroom. NOAFaults, is a database of active faults in Greece maintained by the Institute ofGeodynamics at the National Observatory of Athens. Students using the “teaching sheets” to analyze data on fault names, historical seismic activity, and hazardlevels. Finaly, they classify faults and explore connections between an earthquake event and geological settings of specific area.

In conclusion, the use of open data in Geoscience education transforms the classroom into a research environment. By providing access to high-quality scientificdata in real time, educators can help students understand complex natural phenomena and ultimately support a more disasterr esilient society.

How to cite: Makri, K. and Ganas, A.: Teaching geosciences in the classroom using open data. A case study on the utilization of active fault database, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16007, https://doi.org/10.5194/egusphere-egu26-16007, 2026.

Addressing contemporary environmental challenges requires education that connects local actions with global processes. At II Liceum Ogólnokształcące im. Wojciecha Kilara in Zabrze, Poland, students engage in a set of interdisciplinary, student-led projects that directly reflect the GIFT 2026 theme: Natural Hazards, Human Impact and Earth’s Resources: Shaping Life and Earth. These initiatives combine outdoor education, citizen science, and community engagement to build environmental responsibility and scientific literacy.

The core of these activities is Ekosfera Dwójki, a school garden created and developed collaboratively by students, teachers, and the school community. Rather than serving only as a teaching space, the garden represents a long-term transformation of degraded school grounds into a living laboratory. Students design and implement Nature-Based Solutions, including rainwater harvesting systems, drip irrigation, composting, and planting native species to enhance biodiversity. Through hands-on work, they explore soil quality, water retention, plant adaptation, and ecosystem interactions, gaining practical insight into sustainable resource management and human impact on local environments.

Complementing this local focus is participation in BlueLightS – „Our Gardens, Your Oceans – Connecting Local Biodiversity with Global Water Awareness”, a Horizon Europe project funded with €2000. BlueLightS promotes Ocean and Water Literacy and links local school-based action to global water systems and the EU Mission “Restore our Ocean and Waters by 2030”. Within this framework, students implement water retention solutions and drip irrigation in Ekosfera Dwójki, conduct citizen science observations including soil moisture monitoring, share data with partner schools via eTwinning, run educational workshops, and lead awareness campaigns for World Water Day, Biodiversity Day, and Earth Day. These activities help students understand the impact of local actions on global water resources and develop responsible environmental behavior.

A third pillar addresses Earth’s resources and human consumption through a comprehensive waste segregation and recycling programme. Students are implementing an educational project entitled “Waste Segregation and Recycling – Conscious Choices for a Better Future” investigating material cycles, urban mining, electronic waste, and battery recycling, linking resource extraction to environmental degradation. They design and lead information campaigns, create educational materials, and organize school-wide activities to promote responsible waste management. These actions highlight the role of informed human behavior in reducing pressure on natural resources.

Together, these projects foster critical thinking, collaboration, leadership, and environmental awareness. By integrating science education with real-world action and community involvement, students move beyond theoretical knowledge to active participation in shaping sustainable environments. The poster presents practical examples of how school-based projects can meaningfully address human impact and Earth’s resources while empowering young people to become responsible global citizens.

How to cite: Kwiatek-Grabarska, K.: From School Garden to Global Responsibility: Student-Led Projects on Human Impact and Earth’s Resources, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16540, https://doi.org/10.5194/egusphere-egu26-16540, 2026.

Biomimicry-based design activities serve as a pedagogical bridge between fundamental scientific concepts and real-world problem-solving through learning from nature. This classroom-based study investigates how fifth-grade students design, test, and refine nature-inspired foundation models to enhance structural stability against external forces associated with natural hazards such as strong winds or earthquakes.

Building on prior instruction on friction force and related examples of structural adaptations in nature, 25 fifth-grade students applied their observations from nature to a design task focused on anchoring for structural stability. Working in five groups, students examined how plant roots stabilize soil, how burr hooks attach to rough surfaces, and how animal claws grip, and created nature-inspired physical foundation design prototypes based on their observations, using simple classroom materials. To simulate the forces resulting from natural hazards, the models were tested using a pulley system in which the load was gradually increased by adding water until instability occurred. Each design was tested three times, and average load values were used for comparison between a standard, non-branched reference structure and students’ nature-inspired designs. Students’ observations, design decisions, and explanations were documented using student-generated work, including drawings, prototypes, test results, and redesign notes.

The results showed that all nature-inspired designs outperformed the non-branched reference structure in terms of stability. Across groups, different biological inspirations led to diverse initial design approaches, yet key stabilizing features—such as root-inspired branching structures, hook-like elements, and increased surface contact—were identified as the most effective strategies for improving stability.

Throughout the process, students engaged in iterative design cycles, incorporating successful features from peer models to refine their own designs. This led to progressively more stable configurations rather than a single optimal solution. This classroom experience suggests that nature-inspired design tasks support students in exploring structure–function relationships and in viewing nature as a source of ideas, particularly for addressing stability-related engineering challenges, thus reflecting key aspects of integrating biomimicry into science education.

Keywords: biomimicry; science education; design-based learning; foundation design; structural stability; anchoring mechanisms

How to cite: Çoban, M.: Anchored in Nature: Structural Stability through Nature-Inspired Design in Middle School Science, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17468, https://doi.org/10.5194/egusphere-egu26-17468, 2026.

In today’s world, addressing regional and global challenges increasingly requires advanced knowledge and skills in science, technology, engineering, and mathematics (STEM). At the same time, students’ competencies in and willingness to engage with mathematical and scientific subjects in school have been steadily declining, resulting in a growing mismatch between societal demands and educational outcomes.

The EngageMINT project responds to this challenge by seeking to motivate young people to pursue education and careers in STEM through authentic insights into current research and scientific working practices. In parallel, the project systematically investigates how adolescents learn, with a particular focus on the interplay between personal interest profiles, competence development, and career intentions.

The overarching aim of EngageMINT is to develop and test a digital transfer method for communicating up-to-date research findings on environmental and climate issues, as well as innovative environmental technologies. This approach builds on young people’s emotionally driven interest in environmental topics and leverages their desire to engage with current environmental policy challenges as an entry point for fostering sustained interest in STEM subjects. A combination of digital tools and hands-on activities is used to connect real-world environmental problems with underlying scientific concepts and methods. Central to this approach is an online platform that supports the entire learning process. It is used throughout the workshop in which students acquire foundational knowledge, assemble and program a measurement device, design and conduct experiments, analyse the resulting data, and present their findings.

EngageMINT is a collaborative project involving the Leibniz Institute for Tropospheric Research (TROPOS), Leibniz Institute for Science and Mathematics Education (IPN), and the Institute of Education at the Leibniz University Hannover (LUH). TROPOS contributes with its expertise in air quality research by providing scientific content and leading the technical implementation of the transfer tool, including the development of the measurement platform. Within the sub-project “Competence Development and Feedback,” the IPN designs and implements online learning modules featuring integrated feedback systems and gamification elements embedded in the project platform. The LUH conducts the sub-project “Interest Profiles and Social Exchange,” which develops a self-assessment tool to tailor research content to individual interest profiles and provides cooperative learning materials. The accompanying evaluation analyses the effects of the transfer tool on young people’s scientific competence development, as well as on their attitudes towards and intentions to pursue future careers in STEM fields.

How to cite: Wiesner, A., Voigtländer, J., Pöhlker, M., Käthner, R., Gabor, T., Düsing, K., Harms, U., Weinhold, L., and Bruckermann, T.: EngageMINT: Transfer and communication of knowledge for environmentally aware young people to raise interest in STEM, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-17663, https://doi.org/10.5194/egusphere-egu26-17663, 2026.

Earthquake education remains challenging in many European education systems where Earth science is not taught as a standalone discipline and seismic risk is often perceived as abstract or distant. This contribution introduces QuakeQuest, an educational project that translates seismological research into immersive and hands-on learning experiences, explicitly designed for non-formal contexts and for direct transfer into classroom practice

QuakeQuest combines experiential learning with low-threshold, reproducible experiments that support inquiry-based teaching on earthquakes, seismic waves and risk mitigation. Physical demonstrations such as mechanical wave machines and “slinky seismometers” are used to visualize P- and S-wave propagation, while 3D-printed models of faults, buildings and Earth structure help learners explore concepts of hazard, vulnerability and resilience. All activities rely on accessible materials, enabling teachers to replicate them with minimal resources.

A central element of the project is the integration of educational research instruments derived from professional seismic monitoring. Simplified seismometers allow participants to record, visualize and interpret real seismic signals, fostering data-driven reasoning and connecting classroom activities with authentic research workflows. These hands-on components are complemented by immersive environments using projection mapping and virtual reality, which contextualize experiments within realistic earthquake scenarios and urban case studies.

The contribution highlights how non-formal educational settings—science outreach events, mobile exhibitions and teacher workshops—can act as innovation hubs for geoscience education. By combining immersive experiences with practical, classroom-ready experiments, QuakeQuest supports teachers in addressing natural hazards in an engaging, scientifically robust and societally relevant manner.

This work is supported by the QuakeQuest Project (PN-IV-P7-7.1-PED-2024-1386), funded by the Ministry of Education and Research through UEFISCDI, within PNCDI IV.

How to cite: Tataru, D., Nastase, E., Boni, M., and Macovei, A.: QuakeQuest: Immersive and Hands-On Earthquake Education Bridging Research Infrastructure and the Classroom, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-20718, https://doi.org/10.5194/egusphere-egu26-20718, 2026.

This study presents an interdisciplinary nature education project, "Earth Sciences, Astronomy, and Art-II," funded by TÜBİTAK 4004 (Grant No: 118B919). The program was designed to enhance Scientific Process Skills (SPS) and creativity in middle school students through a Science-Technology-Society (STS) approach. By bridging abstract scientific concepts with real-world applications, the curriculum integrated geosciences, astronomy, and art into experiential learning opportunities.

The pedagogical intervention included field studies at Olympos-Beydağları Coastal National Park and the Chimera (Yanartaş) site, where students investigated the "geological mystery" of flaming rocks by contrasting scientific evidence with mythological narratives. Laboratory-based activities involved hands-on modeling of plate tectonics, earthquake mechanisms, and rock cycles using clay and simulations to visualize dynamic Earth processes. Astronomy sessions focused on night sky observations using telescopes, constellation mapping, and solar system scaling.

The program's effectiveness was evaluated using a quasi-experimental pre-test/post-test design with 60 students. Quantitative results, measured via the Test for Creative Thinking-Drawing Production (TCT-DP) and SPS tests, demonstrated a statistically significant improvement in overall creativity, with mean scores rising from 33.77 to 39.02 (p < 0.001, Cohen’s d = 0.92). Qualitative analysis showed a transformation from simple sketches to complex interdisciplinary process models integrating energy, biology, and engineering. This study highlights the impact of field-based, STS-oriented education in fostering 21st-century scientific literacy.

How to cite: demircali, S. and demircali, S.: Integrating Geosciences, Astronomy, and Art: An STS-Based Nature Education Model for Middle School Students, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21464, https://doi.org/10.5194/egusphere-egu26-21464, 2026.

Microplastics in drinking water and food chains pose a growing threat to human health. Students (ages 12–15) at Ciência Viva STEM Club (D. Maria II School, Portugal) implemented a low-cost methodology to detect and quantify microplastics in bottled and tap water, raising awareness of underlying risks.
The methodology relied on Nile Red staining (4 µg/mL for 60 minutes) to enable microscopic inspection under UV light. Samples underwent density separation with saline solution and vacuum filtration through 0.45 µm membranes. Identification used a microscope coupled with a mobile device for real-time visualization and image capture, allowing potential AI-based analysis
Results confirmed the presence of significant quantities of microplastics in both tap and bottled water, with clearly measurable dimensions, compatible with PVC (polyvinyl chloride) and PE (polyethylene), likely originating from the supply network, plumbing materials, or taps. In bottled water samples, fragments were predominantly compatible with PET (polyethylene terephthalate).
Key findings revealed that extreme pH level, both acidic and basic samples, contained higher amounts of microplastics, likely due to the higher degradative or "leaching" effect on the plastic containers. Experimental sunlight exposure significantly increased microplastic counts, though particles were smaller than in unexposed samples. This suggests contamination occurs primarily during storage and transport, with solar exposure and extreme pH levels significantly exacerbating the process
This low-cost technique serves as an effective pedagogical tool, fostering concrete understanding of the microplastics crisis. The initiative successfully increased awareness of global environmental risks through hands-on investigation, bridging the gap between classroom learning and urgent ecological challenges.

How to cite: Saraiva, E.: Unveiling the Invisible: A Low-Cost Student Methodology for Microplastic Monitoring, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-21701, https://doi.org/10.5194/egusphere-egu26-21701, 2026.

ABSTRACT EGU2026 
“Projects on Natural Hazards, Human Impact and Earth's Resources at School” 
Author: Fatbardha Sulaj (teacher of Biology and Chemistry) email: fatbardhasulaj@yahoo.com 
Shkolla e Bashkuar “Dervish Hekali” Hekal,Mallakatër,Albania 
The globe is in the midst of a great dilemma of survival and destruction due to the fact that human 
beings ignore its maintenance and care every day. The earth has become like a "toy" in the hands 
of man, who, to satisfy his ego, continues to "play", to exercise power and has disrespect for his 
shelter, the Earth. Man has all the responsibility for the devastation of the natural, biological, 
economic balances, the responsibility for the destruction of the biodiversity of the globe. 
How does man interact with the Earth? He simply looks at the earth in a short-term way, not in a 
long-term perspective, consider Earth an object of exploitation; he thinks about the ways how to 
benefit from it, how to make profit, or how to have comfort without caring about the balances 
and their existence. 
Today the land is green, with masses of water, different shapes of Earth’s surfaces which makes a 
perfect animal and plant biodiversity possible. We don't know what the future will look like. 
Warnings are rather loud, but who hears them? 
What if we destroy mountains to pave roads, tunnels, is the Earth damaged? 
Let's think about our planet without mountains. - How would it be? 
What would happen to our planet and what consequences would we have? 
Mountains as climate regulators would affect every aspect of our lives, from climate change to 
landslides, corrosion, floods, desertification, removal of barriers, unification of cultures, 
weakening of the food chain, extinction of biodiversity, economic decline, gradually turning Earth 
into an uninhabitable planet. 
Nature often challenges man, floods, sinks, shifts tectonic plates, creates earthquakes but behind 
them there is again the human being, we must save nature and, thus, we should act in an 
intelligent and responsible way. 
Just as the creation of the Earth shows a mystical and scientific way, destruction does the same. 
Methods that raise students' awareness and increase creativity and encourage them to find 
effective solutions to these issues are: 
1 Visual presentations 
2 Showing documentaries or short films 
3 Personal stories 
4 Real-time data 
5 Field trips a) a mountain being destroyed for stone extraction, b) a river that floods its bed, 
c) a forest that is burning… 
6 Exchange with experts of the field 
7 Emphasis on solutions 
8 Emphasis on examples of individual success 
9 Open discussions 
10 Call for action 
This represents the final phase of the entire lecture on “Projects on Natural Hazards, Human 
Impact and Earth's Resources at School”. 

How to cite: Sulaj, F.: Projects on Natural Hazards, Human Impact and Earth's Resources at School, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-22493, https://doi.org/10.5194/egusphere-egu26-22493, 2026.

The Digital Herbarium represents a modern, sustainable, and inclusive approach to documenting the plant world, integrating biology, ecology, geography and digital technologies. The project enables greater accessibility to plant data, interactive presentation, and strong educational potential, making it suitable for students, teachers, researchers, and the wider community. Unlike traditional herbariums, which involve drying plants and often result in the loss of their natural appearance, the digital herbarium uses photographs and detailed descriptions to preserve the authenticity of plant species and promote a responsible attitude toward nature.

Through the implementation of the project, students develop digital skills and learn to use modern tools for plant identification, data collection, organization, and digital presentation. At the same time, they enhance their abilities in observation, analysis, critical thinking, and scientific reasoning, as well as communication skills and teamwork. The project fosters curiosity, creativity, and problem-solving skills, while raising awareness of the importance of biodiversity conservation and the role of plants in ecosystems.

By actively participating in the project, students develop a sense of responsibility toward their school and community, build self-confidence through public presentations and educational activities, and make a lasting contribution that can benefit future generations. The Digital Herbarium also provides opportunities for interdisciplinary learning and career orientation in the fields of biology, ecology, information technology, technology, and design.

How to cite: Mitriceski Andjelkovic, B., Jovic, S., and Gereg, S.: Digital Herbarium, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8327, https://doi.org/10.5194/egusphere-egu26-8327, 2026.