The SpaceGates Academy, an innovative educational initiative, has successfully empowered Greek undergraduate, graduate students, and Early Career Researchers in science communication, particularly focusing on Astronomy, Astrophysics, and Space sciences. Building on this success, we are currently developing a Massive Online Open Course (MOOC) to extend this opportunity to a wider global audience.

This MOOC aims to provide extensive access to science communication knowledge, by filling the gap in structured training unavailable in most university programmes. Drawing on the expertise of experienced outreach professionals and educators, the course covers a diverse range of topics including creative writing, storytelling, science performance, digital tools for teaching Astronomy, and STE(A)M education to an audience across Europe.

One of the distinguishing features of the SpaceGates Academy MOOC is its commitment to inclusivity. By targeting participants with hearing impairments, minority members, and individuals in remote areas, we aim to ensure accessibility for all. Learners will engage in interactive group chats and complete written and oral projects, fostering active participation and skill development.

Partially funded by the Europlanet Society Funding Scheme, implemented and supported by the PeriAstron non-profit organization, and with voluntary contributions from members of the SpaceGates students outreach team, this MOOC guarantees long term online presence with potential for expansion.

Through the SpaceGates Academy MOOC, we aspire to cultivate a diverse and inclusive community of science communicators, empowering individuals to effectively engage with audiences worldwide and promote the understanding and appreciation of astronomy and planetary sciences.

How to cite: Moutsouroufi, K., Tsilia, S., Tezari, A., Kontogiannis, I., Stratigou Psarra, M., Drimalas, E. G., Kouzis, M., Sklavenitis, S., Maravelias, G., and Strikis, I.: Bridging Gaps in Science Communication: Introducing the SpaceGatesAcademy MOOC, EPSC-DPS Joint Meeting 2025, Helsinki, Finland, 7–13 Sep 2025, EPSC-DPS2025-793, https://doi.org/10.5194/epsc-dps2025-793, 2025.

Using the example of the Armagh Observatory and Planetarium’s outreach programme, this presentation will focus on the benefits of portable planetarium visits to schools for widening the reach of science engagement through the medium of planetary science, on the benefits of bringing the scientist to the students in order to make both science and the scientists more approachable, and on the importance of encouraging a scientific way of viewing the world: with wonder, curiosity, and a critical eye. It will, further, focus on how grants from national scientific funding agencies can vastly improve that reach, with case studies of such grants having been recently awarded to the Armagh Observatory and Planetarium by the Science Foundation Ireland and by the UK Space Agency.

A planetarium is a great tool for science communication in general, and planetary science education in particular. While the basic use of the technology is to create an illusion of a starry night sky – including, hopefully, the visible planets – the video revolution started at the Armagh Planetarium back in the 1970s has meant the audiences can be not only immersed by night sky views, but sent on a journey through space, with Solar System objects as the closest and most compelling destinations.

Since its opening in 1968, the planetarium dome in Armagh, part of the Armagh Observatory and Planetarium (AOP), has remained the only built planetarium on the island of Ireland. But not everyone – and, indeed, not every school – on the island is able to organise a visit to Armagh to learn about space topics in a rich and immersive environment, and only a few portable planetaria serve the needs of a large and highly scattered community. In addition to the large geographical spread of the population, both Northern Ireland and the Republic of Ireland have a large number of small rural schools, which often have even more limited resources for organising such visits.

With improved access to science topics for underserved communities in mind, AOP has in recent years re-launched our own portable planetarium programme with improved hardware and software, reasonable pricing, and a dedicated, permanent staff member – a space scientist.

AOP is a unique organisation where an astronomy research centre – Armagh Observatory, with a continuous record of research from its foundation in 1790 to the present day – is directly connected to a planetarium, with its public-facing outreach facility and team, making opportunities not only for staff crossovers, but for directly bridging the gap between academia and the public understanding and perception of space science. New discoveries and ideas can quickly be interpreted by the astronomers and the science communicators and delivered to the visitors.

All of these advantages can also be brought to a school when a visit with the portable planetarium dome is organised. The portable planetarium has further benefit of, firstly, being able to operate at the school itself, and, secondly, allowing smaller numbers in the dome at once, both of which result in a more personal experience; literally bringing both science and scientists closer to the students. But the necessary cost of such visits – even though aimed to be reasonably priced per person compared to the cost of a school visit to Armagh – are still a deterrent for schools in the most disadvantaged or remote areas. Thus, AOP has turned to funding programmes to bridge that gap and improve access to such schools.

In 2024, we were successfully awarded two grants. The first was by the Science Foundation Ireland (now Research Ireland), aimed at reaching small schools in the Irish counties bordering Northern Ireland. These are not only somewhat more reachable by AOP, but also often under-served by science organisations based in distant Dublin. The second was by the UK Space Agency, aiming to deliver a similar programme of school visits across Northern Ireland itself. The successful outcomes of both of these grants will be presented.

A case will also be made that, much like astronomy is often a gateway towards science in general for students (and the public at large), so is planetary science more approachable than most other space topics, because the objects of interest are literally closer to us. Not only can anyone with an interest sometimes observe planets, comets, etc. in the night sky, humanity is able to send missions to these varied objects, which always engage the public imagination. Furthermore, the opportunity of virtually travelling to space can be used to stop, look back, and consider the Earth as a planet, both by itself – its climate, the human impacts, etc. – and in the context of the wider Solar System. Direct, live, in-person engagement with the students – in contrast to often passive consuming of information on the Internet – can also be encouraged by both the environment of the portable planetarium and the scientist present there, which in turn encourages curiosity and critical thinking; both valuable tools in the modern world.

How to cite: Nezic, R.: The view is out of this world! Using a portable planetarium dome to widen science interest and engagement in schools, EPSC-DPS Joint Meeting 2025, Helsinki, Finland, 7–13 Sep 2025, EPSC-DPS2025-1260, https://doi.org/10.5194/epsc-dps2025-1260, 2025.

Introduction

The effectiveness of game-based learning methods [1] in facilitating understanding of complex concepts, arousing the interest of students and encouraging memorization is widely recognized [2], especially in the field of STEM subjects [3]. In particular, role-playing games entail a deep involvement of the student in the scenario that is presented and allow to experience issues from a unique perspective. Given this quality of role-playing games, we propose their use as a means for scientific dissemination of the concepts underlying Planetary Defense, i.e. the methods for the protection of the Earth from asteroids on a collision course with our planet. Particular importance is attributed to the process of Orbit Determination, in which the Celestial Mechanics Group of the Department of Mathematics of the University of Pisa plays a significant role.

Methodology

The project consists of three phases:

Phase 1

A series of lectures aimed at describing the status of Planetary Defence and providing insights about the various steps that follow the discovery of an asteroid.

The following topics are covered:

• Minor bodies of the solar system: location and categories (with a focus on asteroids and Near-Earth Objects), Yarkovsky and YORP effects, observational techniques, discovery and nomenclature of asteroids, centers involved with Planetary Defence;
• Orbit determination: observations and uncertainties, parameter estimation, impact corridor, probability of impact, monitoring systems;
• Impact and mitigation: effects of an asteroid impact, Torino scale, space missions and deflection methods, example of the DART and Hera missions.

Phase 2

Simulation of the discovery of a potentially dangerous asteroid, conducted in the form of a role-playing session that allows students to identify with the main players in Planetary Defence and put into practice the notions acquired in Phase 1.

The simulation is inspired by the "2024 Interagency Tabletop Exercise" sponsored by the NASA Planetary Defense Coordination Office (PDCO) and the Federal Emergency Management Agency (FEMA), which we adapted for an audience of high school students.

The participants are divided into three groups, each representing one of the actors in the Planetary Defence framework: Astronomers, Mathematicians and Engineers. The groups are then confronted with the hypothetical scenario, set in 2023, of the discovery of an asteroid with a small probability of impacting the Earth in the following 15 years.

The simulation is structured as follows:

• Description of the initial scenario: as of 4/10/2023 the Astronomers receive three images of the night sky, in which an asteroid is present. Using the techniques seen in Phase 1, Astronomers must identify the asteroid and try to estimate its apparent magnitude and indicate to which centres it is appropriate to communicate the results.
• Confirmation of discovery: the next day, 5/10/2023, the Minor Planet Center confirms the discovery of the observed object, reporting that the impact monitoring systems computed a 0.01% impact probability. Astronomers are therefore asked to assign a name to the object and establish an observational plan to continue monitoring it.
• Preliminary orbit calculation: Mathematicians are required to use the CNEOS Orbit Viewer (https://cneos.jpl.nasa.gov/orbits/custom/ttx24.html) to visualize the object's orbit, find the dates of close encounters with the Earth and, among these, identify the date of possible impact.
• Communication with the media: through the analysis of new observations and of archival data, the probability of impact is continuously updated and gradually rises to reach 10% by 31/03/2024. Starting from this date, the asteroid will not be observable for seven months. The alert thresholds that make it advisable to develop Planetary Defense missions have been crossed. The three groups are asked to discuss together on the possible strategies to be implemented and, in particular, to establish whether it is necessary to implement one or more reconnaissance and/or mitigation missions. Through fake newspaper headings and posts, the media reaction to the news of the discovery of a dangerous asteroid is shown. The three groups are jointly invited to issue a statement to the media to prevent panic from spreading and limit the impact of fake news.
• Mission Plans: Orbit Engineers and Mathematicians are required to use the NEO Deflection App (https://cneos.jpl.nasa.gov/nda/), made available by CNEOS, to assess the feasibility of a deflection mission and to calculate the timing and costs. Astronomers are required to select the scientific instruments necessary to achieve the purpose of the designed missions.
• Final decisions: the probability of impact rises to 72% and it is estimated that the diameter of the object is between 60 and 800 m. All groups assess the potential damage caused by the impact and establish a definitive course of action. This can be provided for (without being limited to) the implementation of one or more reconnaissance missions, mitigation, ground countermeasures (e.g. evacuation of the population from the impact corridor and provide humanitarian aid for the affected areas), observation plans with instruments not yet used, etc.
• Result: based on the choices made, a score is assigned (unique for all students) between 1 and 19, obtained subtracting one point from the maximum value for each choice that has led to the increase of the uncertainties involved (e.g. attempting the deflection without first determining the mass of the asteroid). The moderator extracts a number between 1 and 20: if this number is less than or equal to the score obtained by the students, the mitigation plan is successful, and the impact is avoided. Otherwise, the impact happens, and students take measures to contain the damage.

Phase 3

A constructive discussion about the results of the simulation and a critical analysis of the choices made during Phase 2. The moderator retraces the various stages of the simulation, highlighting the consequences of the choices made and proposing, when appropriate, ideas for alternative courses of action and clarifying any doubts of the students. At this stage, a strong emphasis is placed on the importance of international collaboration.

The students are then presented with a feedback form, that is used to evaluate the impact of the simulation on their understanding of Planetary Defence.

Bibliography

[1] Hanghøj T., 2013, New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration, [2] Terracina A., Berta R., Bordini F., Damilano R., Mecella M., 2016, 2016 IEEE 16th International Conference on Advanced Learning Technologies, [3] Randi M., Carvalho H., 2013, Brazilian Journal of Medical Education 37.

How to cite: Mochi, M., Paoli, R., and Tommei, G.: Teaching Planetary Defence by means of role-playing games, EPSC-DPS Joint Meeting 2025, Helsinki, Finland, 7–13 Sep 2025, EPSC-DPS2025-1990, https://doi.org/10.5194/epsc-dps2025-1990, 2025.

Solar eclipses are rare, fascinating events that serve as powerful entry points into astronomy, capturing the curiosity of both students and the general public. In view of the 2026 and 2027 total solar eclipses visible across Europe, the Italian node of the IAU’s Office for Astronomy Outreach (OAO) and the Office of Astronomy for Education (OAE) Center Italy are joining efforts to coordinate national and international initiatives. The goal is to combine school-focused educational actions with public engagement strategies, creating a shared framework that maximizes participation and dissemination. We are currently working on a multi-level programme of events, in synergy with other countries, and developing educational and outreach resources to make the most of these celestial opportunities.

How to cite: Duras, F., Di Giacomo, F., Mantovani, G., Mignone, C., Giacomini, L., Sandrelli, S., and Boccato, C.: Eclipses as a bridge between Education and Outreach: a joint effort of the Italian OAE-I Center and OAO Node, EPSC-DPS Joint Meeting 2025, Helsinki, Finland, 7–13 Sep 2025, EPSC-DPS2025-1679, https://doi.org/10.5194/epsc-dps2025-1679, 2025.

Despite its fundamental importance in understanding planetary processes, geology is often underrepresented in school curricula. To address this gap, a team of researchers from the Institute of Geophysics of the Czech Academy of Sciences, within the framework of the Strategy AV21 programme Space for Humanity, has developed a freely accessible educational resource aimed at primary and secondary school teachers. The resource, entitled Almanach geovědních pokusů (Almanac of Geoscience Experiments), consists of twelve illustrated activity sheets, each presenting a geoscience concept through a simple, hands-on experiment that can be conducted using commonly available materials.

Fig. 1: Example of an activity sheet illustrating the process of volcanic caldera formation.

The set of experiments was designed to facilitate the explanation of key geological processes, including volcanic activity, plate tectonics, earthquake mechanics, and rock deformation. Topics covered include, for example, the formation of volcanic calderas, the propagation of heat through the Earth’s mantle, the folding of rocks, or the mechanics of building collapse during seismic events. Each activity has been optimized for clarity, ease of implementation, and relevance to classroom teaching.

The project supports inquiry-based learning and fosters students’ curiosity about Earth sciences by transforming abstract geological phenomena into tangible demonstrations. The materials are enhanced with original illustrations that both guide the experiments and explain the scientific principles involved. The almanac is published under a Creative Commons license (CC BY-SA 3.0), allowing unrestricted use and distribution with proper attribution.

The project has attracted significant media attention in the Czech Republic, with several experiments featured repeatedly on national public television as well as the country’s largest commercial TV network. This response shows that there is demand for simple and illustrative experiments not only in the educational sector but also in the media space. These appearances helped raise public interest in Earth sciences and demonstrated the strong outreach potential of the almanac. 

Thereby, this initiative offers a practical and engaging free tool to support Earth science education, with the potential to broaden students’ understanding of geoscience and its relevance to planetary processes both on Earth and beyond.

To support international accessibility and transability, an English version of the Almanac of Geoscience Experiments is available for free download at www.ig.cas.cz/pokusy. The team welcomes collaboration on translations into additional languages.

Fig. 2: Example of an activity sheet illustrating the process of magma propagation through the crust.

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The Strategy AV21 programme Space for Humanity is a research and outreach initiative coordinated by the Czech Academy of Sciences that aims to explore the benefits of space science and technology for society. It supports interdisciplinary projects focused on understanding the universe and applying space-related knowledge to improve life on Earth.

How to cite: Broz, P., Škodová, L., Machek, M., Krýza, O., and Závada, P.: Bringing Geoscience to Classrooms: A Set of Simple Experiments to Support Earth Science Education, EPSC-DPS Joint Meeting 2025, Helsinki, Finland, 7–13 Sep 2025, EPSC-DPS2025-511, https://doi.org/10.5194/epsc-dps2025-511, 2025.