Oranssi Lumi: An Exploratory Journey Through Atmospheric Events is a digital educational resource focused on atmospheric dust, developed at the Finnish Meteorological Institute and inspired by the Saharan dust deposition event that affected Finland in 2021. Through this resource, educators and students explore together the physical processes involved in the dust’s journey, including desert formation, interactions between dust and clouds, and the mechanisms that allow dust to travel across continents.
The materials are structured into three thematic blocks corresponding to the stages of the dust’s journey: origin, transport, and deposition, which are linked to the related topics of dust, wind, and snow. Concepts are approached from multiple perspectives, enabling teachers from diverse disciplines, such as music, physics, language, and the arts, to implement the materials in their classrooms. This interdisciplinary design fosters connections between scientific and artistic practices and supports discussions on climate and climate change.
Grounded in an exploratory learning approach, the resource includes a set of ready-made activities, each accompanied by background information for educators. To facilitate classroom implementation, curriculum connections aligned with the Finnish National Core Curriculum for grades 1–9 are provided, along with an extensive list of additional resources for deeper exploration. The materials also include practical guidelines for snow sample collection.
The Oranssi Lumi educational resources are freely available in English at https://en.ilmatieteenlaitos.fi/oranssi-lumi.
This work was supported by the Kone Foundation through the granted project “Learning through atmospheric events: Citizen science and citizen arts educational material”.
How to cite: Piedehierro, A. A., Montalvao, I., Fiebig, I., Meinander, O., and Kouki, H.: Oranssi Lumi: Educational Materials for Aerosol Science Outreach, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5523, https://doi.org/10.5194/egusphere-egu26-5523, 2026.
Despite its relevance for understanding environmental, societal, and Earth system challenges, Earth Science remains one of the most marginalized components of Natural Science education in upper secondary schools. International research has consistently shown that Earth Science is underrepresented compared to other Natural Science subjects, both in terms of curricular emphasis and instructional time (King, 2021; Baker, 2017). This underrepresentation has been associated with reduced teacher confidence in understanding Earth systems.
In Italy, Earth Science is included in the National Guidelines for Natural Sciences, which are used as a reference framework by schools when designing local curricula. The 2010 Italian National Guidelines (Ministero dell'Istruzione, dell'Università e della Ricerca, 2010) describe Natural Sciences as a set of distinct but interconnected disciplines sharing common competencies. These competencies are focused on observing and describing natural phenomena, understanding the relevance of scientific discoveries, and using scientific language to communicate and discuss scientific issues. Methodological recommendations emphasize inquiry-based learning, laboratory activities, and outdoor education as shared approaches across Natural Science disciplines. However, while the Guidelines identify content areas intended to support competency development, Earth Science topics are described only in broad terms. As a result, these topics are often difficult to interpret and translate into teaching practice, particularly for teachers without a geological background. This difficulty is further amplified by the heterogeneous academic preparation of Natural Science teachers, whose training may include biology, chemistry, geology, or agricultural sciences (Ministero dell'Istruzione, dell'Università e della Ricerca, 2017).
To address this problem and support Italian Natural Science teachers lacking specific geological expertise, an Earth Science curriculum for Liceo upper secondary schools was designed. Lesson plans and teaching materials were developed for all Earth Science topics prescribed by the Italian National Guidelines. These materials were subsequently implemented and tested in 12 Italian upper secondary schools. Feedback from participating teachers indicated that the proposed curriculum, teaching plans, and instructional materials represent effective and practical resources. In particular, they were reported to facilitate a shift towards more student-centered, inquiry-oriented, and competence-based teaching practices. Moreover, the materials support the systematic inclusion of Earth Science topics while fostering the development of key scientific and STEM-related competencies. The final versions of the curriculum, teaching plans, and lesson materials were published online as open educational resources and made freely accessible (https://www.didatticascienzedellaterra.distar.unina.it). All materials are available under the Creative Commons license CC BY-NC-ND 4.0 (Attribution–NonCommercial–NoDerivatives 4.0 International). This allows teachers to freely use and implement the resources in their educational contexts, thereby extending the action research approach initiated by this study.
How to cite: Gravina, T. and Iannace, A.: Supporting Earth Science Teaching through Curriculum Design: An Action Research Study in Italian Liceo Schools , EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4004, https://doi.org/10.5194/egusphere-egu26-4004, 2026.
The Geoscience Education Field Officers (GEFO) programme is an educational initiative established under the Education Committee of the European Geosciences Union (EGU) to strengthen and promote geoscience teaching at primary and secondary school levels across Europe and beyond. Launched in 2019, the GEFO programme was conceived in response to a recognised need for improved professional development for teachers of geoscience-related subjects, many of whom have limited academic training in Earth sciences despite curriculum requirements to teach such content.
At its core, the initiative appoints and trains experienced in-service and retired teachers, as well as researchers, to act as GEFO within their respective countries. These officers are responsible for developing and delivering interactive, hands-on workshop sessions designed to support the teaching of key geoscience topics embedded in national curricula. The workshops emphasise practical activities that can be implemented in school classrooms or laboratories, making use of cost-effective materials and internationally recognised educational resources, such as the Earth Learning Idea repository (https://www.earthlearningidea.com/), and the EduMed Observatory (https://edumed.unice.fr/).
The programme began in April 2019 with the appointment of six GEFO from France, Italy, Portugal, Spain, India and Morocco, supported by the EGU and partner organisations including the International Union of Geological Sciences (IUGS) and the International Geoscience Education Organisation (IGEO). These individuals were selected for their expertise in geoscience education and received initial training to prepare them for their roles.
This initial phase proved successful, with 21 workshops delivered across the six founding countries during the first year of activity. In 2022, building on this foundation, the programme was significantly expanded to include additional officers in a broader range of European countries, managed by the EGU, while participation in non-European contexts was extended and coordinated by IUGS-COGE. This expansion strengthened the reach and impact of the GEFO programme, fostering a growing network of education advocates who share best practices and contribute to a common vision for geoscience education.
Beyond workshop delivery, EGU GEFO members also contribute to teacher conferences and webinars, sharing insights into teachers’ perceptions and needs and actively promoting geoscience literacy worldwide. Currently, the EGU GEFO programme is represented in eleven European countries and continues to grow. Further expansion is planned for 2026, with three additional countries expected to join, alongside efforts to consolidate the international network and align activities with broader educational frameworks and international objectives, such as the European Green Deal and the United Nations Sustainable Development Goals.
Overall, the GEFO programme represents a sustained and adaptive effort to support teachers, enrich geoscience education and ensure that learners have access to high-quality instruction in Earth sciences, thereby contributing to informed global citizenship in the face of contemporary environmental challenges.
How to cite: P. Correia, G., Anglisano Roca, A., Pereira, H., Stathopoulos, S., Schwarz, A., D. Malamud, B., Laj, C., Bigot-Cormier, F., Cifelli, F., Funiciello, F., Barnikel, F., Panieri, G., Alexander Neighbour, G., Berenguer, J.-L., Kourtidis, K., Dies Álvarez, M. E., Smith, P., Macko, S., Gravina, T., and Kastrup, U.: Empowering Teachers, Advancing Geoscience Education: The GEFO Programme, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13250, https://doi.org/10.5194/egusphere-egu26-13250, 2026.
The CloudRoots project investigates the continuum of processes linking photosynthesis, turbulence, and cloud formation, with a particular focus on forest ecosystems and, especially, the central Amazon rainforest. The project integrates comprehensive field experiments with high-resolution modelling approaches to explicitly resolve canopy processes, radiative transfer, and cloud–turbulence interactions. Beyond its core scientific objectives, CloudRoots has created a unique opportunity for the development of the CloudRoots Education initiative (EDU-CloudRoots). This initiative bridges fundamental research and educational outreach by engaging learners through hands-on activities and interactive modules that explore how terrestrial ecosystems—particularly tropical rainforests—interact with the overlying atmosphere. The project includes an online educational platform aligned with key United Nations Sustainable Development Goals related to quality education and ecosystem protection. The CloudRoots Education website (edu-cloudroots.wur.nl) is an interactive learning environment developed as part of the broader CloudRoots research programme led by Wageningen University & Research and funded by the Dutch Research Council (NWO), the Netherlands.
EDU-CloudRoots was designed to translate complex scientific concepts of land–atmosphere interactions into accessible and engaging learning experiences for young students, particularly children aged 5–12 years in Amazonian community schools, while also being adaptable to broader audiences interested in environmental science and ecosystem dynamics. The educational framework is structured around three core interactive strands—Go LOCAL, Go GLOBAL, and Go CONNECTED—each targeting specific scientific skills and levels of awareness. Go LOCAL focuses on direct observation and experimentation with the local environment, introducing students to simple tools and hands-on experiments that foster understanding of the atmosphere and vegetation surrounding them. Go GLOBAL broadens this perspective to the planetary scale through remote sensing data and visualizations, enabling learners to observe Earth from space and explore large-scale patterns in weather and vegetation. Go CONNECTED emphasizes the links between local and global systems through interactive games and conceptual exercises, allowing students to explore feedbacks between terrestrial ecosystems (forests, oceans, and human activities) and the atmosphere, thereby deepening their understanding of environmental connectivity.
Using this framework, the website helps learners understand how biological, physical, and atmospheric processes are interconnected across scales—from microscopic leaf-level functions to global climate dynamics. The platform promotes educational inclusion by offering resources suitable for both formal and informal learning environments, enabling teachers to introduce advanced environmental concepts through structured and age-appropriate activities. CloudRoots Education integrates interactive data visualizations with multimedia resources such as videos and animations, and currently provides bilingual support in English and Portuguese, with plans to expand language availability to further broaden accessibility. By making complex scientific research tangible and engaging, the platform fosters curiosity and environmental awareness among young learners. Through the connection of local observations with global patterns, it encourages students to appreciate the role of ecosystems such as the Amazon rainforest in Earth’s climate system.
How to cite: Vila-Guerau de Arellano, J., Hartogensis, O., Janssens, M., de Boer, H., T. Luijkx, I., de Beurs, K., Raymaakers, T., van Asperen, H., and Barbosa, C.: Learning by Doing: Exploring Forest–Atmosphere Interactions in Remote Amazonian Schools, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2249, https://doi.org/10.5194/egusphere-egu26-2249, 2026.
Visual representations are essential for communicating scientific phenomena that are invisible to direct perception, such as atmospheric gases, electromagnetic radiation, and radiation-matter interaction processes. Learners’ sense-making is influenced by how intuitively such representations can be interpreted. In this study, we investigate which visual representations of atmospheric gases, infrared radiation, and related interaction processes such as absorption are perceived as most intuitively comprehensible by students and adults.
The study is informed by dual-process theories of cognition and cognitive load theory, assuming that intuitively accessible visualizations support rapid sense-making and reduce extraneous cognitive load. An online survey was conducted with 377 students aged 14-15 and 100 adults. Participants were presented with multiple alternative visual representations for each scientific concept and asked to select the visualization they found most convincing.
The visualizations were developed based on established findings from physics education research and prior work on visual representations of the greenhouse effect and radiation processes. Preferences were analyzed using Bayesian model comparison to identify systematic patterns across concepts and age groups. The results reveal clear and robust preferences for specific visual representations, particularly for those aligned with conventions established in domain-specific research. While overall preference patterns were similar across groups, adults showed more decisive selections, indicating the influence of prior knowledge and visual familiarity.
These findings highlight the importance of deliberate visual design when representing atmospheric gases and radiation-matter interactions in science education and science communication. The contribution offers empirical insights into intuitive comprehensibility and provides practical guidance for developing intuitive visualizations in instructional contexts.
How to cite: Wildbichler, S., Obczovsky, M., Budimaier, F., Hopf, M., and Schubatzky, T.: Investigating Intuitive Comprehensibility of Visual Representations of Atmospheric Gases, Electromagnetic Radiation and Interaction Processes, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5818, https://doi.org/10.5194/egusphere-egu26-5818, 2026.
The KamenCheck (Eng. RockCheck) pedagogical materials offer a holistic framework ready to enrich formal education about minerals and rocks. Our approach integrates three core pillars to create an efficient learning environment. Digital interaction is facilitated by a user-friendly application that increases learner confidence through structured mineral and rock observation and supplemented by post-activity gamified exercises, which provide teachers with immediate feedback. Physical exploration is achieved by using samples in a learning activity that is based on tactile, multi-sensory engagement to conceptualize the material properties and formation processes. Additionally, a strong pedagogical integration was created that provides a systemic framework of global and specific learning goals, learning outcomes, terminology, didactical recommendations, teaching methodology, evaluation, and learning assessment forms, all of which help streamline the teaching process.
Our objectives are to guide pupils through a short but comprehensive learning process that moves from the identification of material properties via observation and experimentation toward a systems understanding of mineral and rock (trans)formation within the Rock Cycle. By utilizing the KamenCheck framework, we aim to achieve higher-order levels of taxonomical knowledge. The methodology involves a 90-minute workshop designed to address one global and seven specific learning objectives. To empirically validate the effectiveness of this approach, a rigorous assessment strategy was employed. This included assessing the attainment of learning goals and observing group dynamics.
The learning pathway “From classroom to learning in nature“ was tested extensively. The learning outcomes systematically outperform the traditional learning and teaching strategies for education about minerals and rocks. Pupils were engaged and a progression of knowledge was achieved. Levels of knowledge (according to Bloom's Taxonomy) reached were raised from basic remembering and understanding to analysis and evaluation levels. The teaching process was effective, mainly relieving the burden on educators, enabling them to focus on pupils. By emphasizing "learning by doing" and "learning by feeling’’, KamenCheck creates an inclusive environment that supports diverse learning styles and removes barriers even for valuable pupil populations. We advocate for a curiosity-driven pedagogy that is deeply connected to the world around us; thus, KamenCheck can be integrated into diverse local environments and connect classrooms with outdoor learning. We can observe that tangible materials used as scaffolding help learners reach conceptual understanding, thus benefiting from digital-physical integration. This can be recognized as one of the main reasons for achieving higher taxonomical levels of knowledge.
In the process of recent national curriculum changes, the KamenCheck framework was integrated into the Slovenian formal educational system. The provided framework can be scaled to offer an EU-wide approach.
The creation of KamenCheck materials was funded by National (project StoneKey; project EDUGEO), EU (RM@SCHOOLS3.0 – no. 17146 and RM@SCHOOL 4.0 – no. 20069), and research projects and programs (P1-0195 and P1-0025).
How to cite: Brajkovič, R. and Žvab Rožič, P.: KamenCheck: A Holistic and Inclusive Framework for Systems Thinking in Mineral and Rock Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10822, https://doi.org/10.5194/egusphere-egu26-10822, 2026.
The growing need for meaningful Earth Science education calls for approaches that move beyond classroom-based instruction and actively support school curricula through authentic, experience-based learning. In many European education systems, Earth Science is not taught as a standalone compulsory subject; instead, its core concepts are distributed across mandatory disciplines such as geography, physics, chemistry, and environmental sciences. As a result, and in combination with other structural and pedagogical challenges, Earth Science often lacks visibility as a coherent field and is frequently perceived by students as abstract or fragmented. Strengthening its role in school education therefore depends on empowering teachers with relevant content, effective methodologies, and direct connections to contemporary geoscience research.
This contribution presents the Romanian experience within the EGU GEFO (Geoscience Education Field Officer) programme, highlighting how GEFO-led initiatives and activities are explicitly designed to support Earth Science in school education through targeted teacher training, sustained professional support, and the provision of adaptable educational resources. The approach is framed around experiential learning in natural and research laboratories, using geoparks as open-air classrooms and research infrastructures as complementary learning environments for pre-university teachers.
Geoparks are employed as living laboratories where key Earth Science topics—such as geological processes, geohazards, climate-related phenomena, and landscape evolution—are explored in direct alignment with school curricula. These settings form the core of field-based summer schools and thematic teacher training activities, promoting inquiry-based, place-based, and curriculum-relevant teaching strategies. The natural laboratory component is reinforced through structured engagement with research laboratories, where teachers interact with real scientific instruments, monitoring techniques, and datasets, strengthening their understanding of how Earth Science knowledge is generated and validated.
To ensure broader impact at school level, GEFO actions are extended through educational science caravans targeting rural and underserved schools. These outreach activities translate field and laboratory experiences into accessible, hands-on classroom modules, directly supporting teachers in implementing Earth Science topics and increasing student engagement.
The presentation demonstrates how coordinated GEFO initiatives contribute to enhancing the relevance, visibility, and pedagogical quality of Earth Science in school education. It discusses educational outcomes, challenges, and lessons learned, and argues that the Romanian GEFO experience offers a scalable and transferable model for supporting Earth Science education within the wider European context.
How to cite: Tataru, D.: Experiential Learning in Natural and Research Laboratories: Supporting Earth Science in School Education through the EGU GEFO Programme in Romania, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-16658, https://doi.org/10.5194/egusphere-egu26-16658, 2026.
Outreach activities are widely used to promote interest in geosciences, yet their impact is often difficult to assess. Over the past three years, geology outreach activities offered by the University of Bologna to high-school students (n = 446) were evaluated using post-activity surveys to investigate changes in student interest.
The activities employed different teaching approaches and were grouped into three categories: (1) lecture-only activities, (2) lectures combined with observation-based activities, and (3) lectures combined with hands-on laboratory activities and/or outdoor experiences, such as visits to geosites.
Statistical analysis revealed a significant association between teaching approach and changes in student interest in geology. As expected, activities including laboratory and field components were associated with higher levels of increased interest. However, the strength of this association was small, indicating that lectures and reflective activities can be nearly as effective as more active learning approaches in stimulating interest. Qualitative feedback suggests that encountering new or unexpected aspects of geosciences—such as the presence of foraminifera in sedimentary rocks—plays an important role in fostering interest.
Despite the overall positive outcome of our outreach initiatives, two limitations are evident. First, increases in interest occur mainly among students who already express an initial interest in geosciences. Second, outreach activities do not appear to translate into increased enrolment in geology degree programmes. At the University of Bologna, enrolment in the Geological Sciences bachelor’s degree has remained stable over the study period. These findings suggest that outreach activities primarily generate short-term interest and highlight the need for educational strategies that support sustained engagement with geology.
How to cite: Braga, R. and Puccetti, N.: Measuring Interest Shifts in Geology Through Outreach Activities: Insights from a University-Led Program, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11744, https://doi.org/10.5194/egusphere-egu26-11744, 2026.
Humans are inherently connected to the ocean, a relationship particularly evident in countries such as Greece, which is geographically surrounded by the sea and historically intertwined with the Mediterranean. Despite this connection, research including the International Ocean Literacy Survey (IOLS) has shown that citizens often have a limited understanding of marine-related phenomena and hold misconceptions about the marine environment. This lack of ocean literacy is partly due to the limited inclusion of ocean-related content in formal education curricula.
Recent updates to the Greek national curricula (2022–2023) have incorporated ocean and sea-related topics across subjects such as Geology-Geography and Environmental & Sustainable Development Education. These include themes related to the hydrosphere, marine geology, climate change, water resource management, and the interconnection between humans and marine ecosystems. However, despite these efforts, coverage remains limited due to time constraints within formal schooling.
This study aims to highlight the importance of preparing school students to act as informed and responsible citizens who understand the significance of marine ecosystems and how they are affected by human activities, particularly in sea-oriented societies such as those of the Mediterranean.
The article presents results from two educational oceanographic cruises conducted in the Aegean Sea in Greece (Saronikos Gulf and the Cretan Sea) aboard research vessels. The cruises were organized within the thematic environmental education network “My School Voyages with Perseus”, involving around 300 students and 30 teachers over four years. Of these, 40 students and 20 teachers participated directly in the cruises.
The educational program placed strong emphasis on marine geology and geological processes shaping marine ecosystems, alongside key marine environmental topics such as marine biodiversity, overfishing, chemical marine pollution, bioaccumulation and human health, eutrophication in marine waters, and marine litter. Students also engaged with digital citizen-science monitoring tools.
Findings demonstrate strong student engagement, enthusiasm, and awareness of marine environmental issues. Participants showed increased understanding of human impacts on marine ecosystems and developed a deeper commitment to ocean protection, both as future citizens and potential scientists.
The outcomes underline the effectiveness of experiential, inquiry-based learning approaches —such as educational oceanographic cruises— in fostering ocean literacy and environmental responsibility among young learners. Integrating such experiential activities within or alongside formal education can play a crucial role in developing environmentally conscious future citizens and potential marine scientists.
How to cite: Fermeli, G.: School students, teachers and scientists on board: EDUCATIONAL OCEANOGRAFIC CRUISES IN AEGEAN SEA (GREECE), EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-3433, https://doi.org/10.5194/egusphere-egu26-3433, 2026.
IMAQA uses the appeal of extreme polar expeditions to spark students’ interest in Earth Science and make climate research accessible to young learners. By collecting scientific data in Arctic regions—including samples of snow, ice, peat, algal blooms, and supraglacial lake water—students discover how real-world research deepens our understanding of climate change and environmental processes. Combining adventure, field science, and storytelling, IMAQA develops workshops that make Earth Science tangible and relevant. Supported by INNOVIRIS, these activities have reached over 1,500 students aged 4–18 during 2024–2025, fostering curiosity, critical thinking, and awareness of environmental challenges. This presentation will highlight the educational strategies and resources used to connect school-level Earth Science curricula with ongoing polar research. It will also present lessons learned and planned adaptations for 2025–2026, showing how immersive, research-driven activities can strengthen student engagement and support STEM pathways.
How to cite: Querella, P., Wittouck, K., Denis, G., and Buslain, A.: Science is an Adventure: Engaging students in Earth Science through extreme polar expeditions, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-1418, https://doi.org/10.5194/egusphere-egu26-1418, 2026.
Early engagement with science plays a key role in fostering curiosity, critical thinking, and essential STEM skills. Outreach activities that connect schoolchildren with practicing scientists are especially effective, as they provide authentic insights into how scientific knowledge is developed and applied. The workshops are designed for schoolchildren in grades three to five and introduces the processes of mountain building (Alps and Andes) in an age-appropriate and engaging manner. Using simplified explanations supported by maps, animations, and selected scientific data, pupils explore how Earth’s surface changes over time. Plate tectonics serves as the central framework, helping children understand how large-scale movements within the Earth lead to the formation of mountains and other geological features.
Hands-on learning is at the core of the workshops. Pupils actively work with geological maps, cross-sections, and satellite imagery to visualize Earth’s dynamic structure. Physical exhibits - including real rock samples, crystalline structures, salt from mountain regions, and an inflatable globe illustrating Earth’s internal layers - make abstract concepts tangible. A plate tectonics puzzle allows pupils to reconstruct shifting landmasses, while digital animations translate scientific datasets into engaging visual narratives. The demonstration table further supports tactile exploration and active participation. By integrating real-world geoscience into the primary school classroom, this initiative bridges academic research and early education. Schoolchildren gain a deeper understanding of Earth’s processes while developing an appreciation for scientific inquiry. Through interactive and age-appropriate methods, the workshops create a memorable learning experience that inspires curiosity and lays the foundation for a lasting interest in Earth science.
How to cite: Götze, H.-J.: Exploring mountain building together with curious young learners, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2102, https://doi.org/10.5194/egusphere-egu26-2102, 2026.
Effective Earth Science education at the school level requires not only strong scientific content but also clear communication and meaningful engagement with students. A major challenge in this field is translating complex and often invisible processes of the Earth system into forms that are understandable, engaging, and relevant for learners. This contribution presents an example of productive collaboration between scientific research and science communication, illustrated by the popular science book Climate in Your Hands (17 Experiments to Show How the Climate Works) [1].
The book was developed through close cooperation between an applied mathematician and scientist Kateryna Terletska and the children’s writer Dmytro Kuzmenko, combining scientific rigor with accessible language and narrative-based explanations. It introduces key themes of Earth system science, such as oceanic and atmospheric dynamics, internal waves, circulation, heat balance, and climate variability—through hands-on experiments that can be implemented in classrooms and informal learning environments.
The experimental approach enables learners to observe fundamental physical processes including stratification, mixing, vortex formation, and the effects of Earth’s rotation using low-cost, easily available materials. Phenomena that are normally invisible, such as internal waves and large-scale ocean circulation, become observable through physical modeling, supporting conceptual understanding of their role in weather, climate, and natural hazards. Narrative elements and age-appropriate explanations further support comprehension and sustain students’ curiosity, helping to lower barriers to engagement with Earth science topics.
The book has been incorporated into climate education activities within the Junior Academy of Sciences of Ukraine and served as a basis for the country’s first national climate education curriculum approved by the Ministry of Education. Its influence has also extended internationally: the book was translated into Azerbaijani and presented at governmental level as part of Azerbaijan’s preparations for COP29 (UNFCCC Conference of the Parties, November 2024). This international adoption demonstrates the potential of research-based, experiment-driven climate education to contribute to climate literacy and public engagement across different cultural and policy contexts.
Overall, this example illustrates the value of collaboration between researchers, educators, and science communicators in strengthening Earth Science education. By integrating experimental learning with effective science communication, such partnerships enhance the visibility, relevance, and accessibility of Earth science while providing teachers with practical and engaging educational resources. The experience presented here offers transferable insights for schools, universities, and outreach programs seeking to advance Earth Science education through interdisciplinary cooperation.
[1] https://vivat.com.ua/product/klimat-u-tvoikh-rukakh/
How to cite: Terletska, K.: Collaborative Climate Education through Experiments, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4202, https://doi.org/10.5194/egusphere-egu26-4202, 2026.
Over the past three years, the University of North Georgia (UNG) has advanced the goals of the National Science Foundation’s GEOPAths:IN program by strengthening geoscience education for grades 9–12 STEM and Special Education teachers and their students through sustained, hand-on professional development and outreach. Central to this effort was GeoEd, a week-long professional development workshop designed to increase exposure to the geosciences,and build teacher confidence and capacity for the years 2022, 2023 and 2024. GeoEd engaged teachers through hands-on field experiences, laboratory investigations, and the use of geospatial technologies, all framed within Project/Problem-Based Learning (PBL) and aligned with Georgia state science standards in Biology, Physics, Chemistry, and Environmental Science.
In-person workshops and student programs have demonstrated clear gains in teacher confidence, instructional capacity, and student engagement. However, a critical challenge in educational outreach initiatives such as GeoEd, include long-term sustainability beyond the funding period. To address this challenge, UNG developed a centralized, open-access website that curates and hosts all instructional materials created and developed through the GeoEd workshops and related GEOPAths activities. These resources include standards-aligned PBL modules, lesson plans, GIS and Google Earth exercises, datasets, assessment tools, and implementation guides designed for classroom use. By making these materials freely available, the website removes financial, geographic, and institutional barriers to professional development and enables teachers to revisit, adapt, and share resources as their instructional needs evolve.
A defining feature of the hosted materials is their emphasis on inclusive and accessible geoscience instruction. Several activities include accessible versions intentionally designed to support students with a wide range of learning abilities. This approach empowers both STEM and Special Education teachers to integrate Earth Science concepts into inclusive classrooms while maintaining academic rigor and alignment with required state standards. Teachers report increased confidence in adapting geoscience content for diverse learners, expanded use of geospatial technologies, and greater student engagement with real-world Earth system challenges such as climate change, resource management, and environmental hazards.
This presentation highlights the design, implementation, and early impacts of this open-access resource hub as a sustainable model for scaling Earth Science education. By extending the reach of professional development well beyond in-person participation, the website supports thousands of students indirectly through teacher use and adaptation of materials. This work demonstrates how partnerships between university departments and K–12 teachers, combined with freely available, high-quality teaching resources, can strengthen the visibility, relevance, and inclusivity of Earth Science in school curricula. Ultimately, this model contributes to building long-term geoscience capacity, fostering scientific literacy, and supporting a more diverse and informed next generation of Earth scientists, educators and citizens capable of addressing global sustainability challenges.
How to cite: Rajkumar, A., Mobasher, K., Washell, C., Hoffmann, S., and Witherspoon, W.: Empowering Inclusive Earth Science Classrooms Through Free, Open-Access Geoscience Resources for Teachers, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-5691, https://doi.org/10.5194/egusphere-egu26-5691, 2026.
In Italy humanistic studies traditionally dominate over STEM subjects, a trend reflected both in the curriculum and in extracurricular activities. The “STEM Up Your Future!” project, funded by Fondo per la Repubblica Digitale (https://www.fondorepubblicadigitale.it/)), addresses this imbalance by using climate change as a central theme to engage students and the wider school community.
Tackling climate change requires study, research, and teamwork in multidisciplinary groups, with STEM disciplines playing a crucial role. The topic spans numerous technical-scientific fields, some of which will be explored through training and guidance activities tailored to the local context in which students live.
The project has a dual aim: i) to enhance knowledge of STEM pathways at both school and university levels for high school students, helping to reduce the gender gap in the choice of scientific study programs, and ii) to increase awareness of technical-scientific careers in both the private sector and public administration.
Through a practical, context-based approach, the project introduces students to a variety of technical-scientific disciplines and guides topics of critical importance for the future. Key areas include:
- Weather and urban climate: studying current and future atmospheric conditions in cities;
- Energy and energy transition: technologies and strategies for a sustainable future;
- Hydrology and territory: water management and soil stewardship;
- Physical geography: mapping and analysing the environment with advanced tools;
- Data analysis: processing and interpreting environmental data.
The planned activities target student training and guidance, teacher professional development, and family awareness. The initiative involves five high school partners located in Milan and Monza (northern Italy), with over 50 participating classes and around 1000 students. For supporting laboratory activities, monitoring stations for the acquisition of weather data (precipitation, temperature, etc.) and hydrological data (evaporation and soil moisture) have been installed in all the schools, and they will remain available even after the end of the project.
How to cite: Ravazzani, G., Ceppi, A., Artoni, C., Bosino, A., Cammalleri, C., Castellani, L., Corbari, C., Davoli, C., De Amicis, M., Di Lernia, S., Franceschi, L., Lavecchia, C., Mancini, M., Pagnoni, P., Pilati, S., and Rosato Rossi, L.: STEM Up Your Future!: Climate Change as a Gateway to STEM Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12223, https://doi.org/10.5194/egusphere-egu26-12223, 2026.
The Upper Rhine Graben, due to its high geothermal gradient and associated geological setting, provides particularly favourable conditions for deep geothermal energy, making it a baseload-capable renewable resource. Yet public perception of geothermal energy is often influenced by concerns, particularly regarding induced seismicity. Enhancing understanding of geological processes and increasing exposure to scientific monitoring practices can provide a foundation for more informed opinion-making. In this context, schools serve as powerful multipliers for science communication, especially in municipalities where geothermal projects are planned or already underway. Engaging young people in hands-on seismic monitoring can simultaneously enhance understanding of natural and induced earthquakes, strengthen scientific literacy, and support fact-based public dialogue.
Here we present a three-session educational intervention conducted with upper secondary pupils at a school in Wörth am Rhein (Germany), where the geothermal project WärmeWerk Wörth is currently planned. It is a joint venture formed by local partners, Energie Baden-Württemberg AG (EnBW), Daimler Truck AG (DT) and the town of Wörth am Rhein, with the aim of constructing a geothermal power plant to supply energy to DT's production site and the local district heating network of the city of Wörth am Rhein. The pupils get a hands-on introduction to geothermal energies in the regional context and to related topics, including seismic monitoring. Using Raspberry Shake 3D seismometers (RS3D), pupils collect continuous ground vibration data, analyze the data in Python, and interpret seismic noise characteristics at different locations in their school. An evaluation survey was carried out before and after the project to assess learning outcomes, affective imagery, and changes in attitudes toward geothermal energy. We describe in particular the design of these hands-on geoscience modules, present key geophysical observations obtained by the pupils, and evaluate changes in knowledge and perceptions of deep geothermal energy based on the surveys.
How to cite: Azzola, J., Huber, A., and Bremer, J.: A hands-on school project to engage children with seismic monitoring and deep geothermal energy, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14078, https://doi.org/10.5194/egusphere-egu26-14078, 2026.
The Oeste UNESCO Global Geopark (OUGGp) comprises the municipalities of Bombarral, Cadaval, Caldas da Rainha, Peniche, Lourinhã and Torres Vedras, in the Portuguese central West. With a total area of 1.154 km², the most common rocks in this territory date from the Jurassic, representing 77% of the outcropping rocks. They are known for their extraordinary paleontological heritage, including twelve dinosaur species erected based on fossils collected in the OUGGp.
In 2025, the OUGGp launched the GeoSchool Program. This project was designed to connect students and teachers with the geological, biological, and cultural richness of the OUGGp, encouraging learning through exploration and hands-on experiences.
In its first year, the program achieved remarkable success. More than 500 students joined, from four schools across the OUGGp territory. Throughout the school year, joining schools had the opportunity to take part in field activities across some of the region’s most emblematic sites — from the stunning coastal cliffs of Caniçal, Peralta and Praia Azul, to the amazing landscape of Foz do Arelho. These fieldtrips were complemented with guided tours in interpretation centers and museums. There, students learned about fossils, rocks, and dynamic processes that have been shaping the region for millions of years.
In addition to outdoor learning, the Geoschool Program aims to promote hands-on experiences, where students search, learn and synthesize their new knowledge about the OUGGp territory, through the creation and assembly of different types of exhibitions – from paintings, to crafts, or even photographs.
This program also introduces educational kits and digital resources to support teachers, and help integrating Geopark themes into the school curricula. These materials include classroom games, thematic videos, and scientific experiments, all designed to make geology and environmental science fun and accessible. The Geopark’s team also delivers teacher training sessions, equipping educators with tools and knowledge to continue developing Geopark-related content during the year.
Another important aspect of the Geoschool Program is to raise awareness about environmental issues: the proposed activities included in the program's regulations comprise cleaning actions in geosites. Therefore, in addition to gaining knowledge about the territory, students are also playing a truly active role in preserving the heritage and the environment.
All the GeoSchool Program initiatives meet the Sustainable Development Goals (SDGs), including 4 (Quality Education), 13 (Climate Action), 14 (Life Below Water), and 15 (Life on Land), aiming to give new generations the knowledge and tools necessary to build a better world.
How to cite: Marques, I., Reis Silva, M., Pereira, B., and Pimentel, N.: GeoSchool Program: A new path for students engaging with geosciences in the Oeste UNESCO Global Geopark (Portugal), EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-18991, https://doi.org/10.5194/egusphere-egu26-18991, 2026.
Northern communities in Canada are disproportionately affected by climate change. High school students in Churchill, a town situated on the banks of the Hudson’s Bay and near a seasonal ice zone, have a unique intuition for sea-ice processes based on their lived experiences. However, Indigenous students in Northern and remote communities have more limited opportunities to engage in STEM activities. Here we present an ice-ocean interaction module that was developed as part of an outreach program that connects high school students in Churchill with climate scientists to explore one of the questions at the forefront of ocean sciences today: “How do ocean processes impact sea ice melt?” The module consists of discussions, demonstrations, and hands-on tabletop experiments that use low-cost and accessible materials that foster curiosity, exploration, and dialogue. Variables including ocean salinity, sea ice age, river runoff, and rotation are explored through the tabletop experiments. We also incorporate arts-based design to encourage active engagement and to facilitate the students’ communication of their observations and findings. Built from a modular set of activities, the module is flexible, and can be modified to fit a range of outreach initiatives. By placing emphasis on dialogue, the ice-ocean interaction module fosters vital two-way knowledge exchanges between students in Northern communities and climate scientists.
How to cite: Sauve, E., Rosenblum, E., McCrystall, M., Jeffrey, M., Brenner, S., Church, W., and M Aurnou, J.: An Ice-Ocean Interaction Outreach Module: Connecting Students in Northern Communities and Climate Scientists, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-22247, https://doi.org/10.5194/egusphere-egu26-22247, 2026.
The European Geosciences Union (EGU) Education Committee (EC) is dedicated to the advancement of Earth Science education on a global scale. In pursuit of this objective, the EGU EC provides educators with innovative learning opportunities and a wide range of initiatives, in order to equip them with the necessary tools and resources.
One of the primary EC initiatives is the Geosciences Information for Teachers (GIFT) workshop, which is held annually during the EGU General Assembly. Its purpose is to help primary and secondary school teachers to receive the most up-to-date scientific knowledge by interacting with renowned scientists through engaging lectures, hands-on activities and classroom-ready educational resources.
The EGU Geoscience Field Officers (GEFO) initiative aims to train teachers in various countries in order to provide professional development to science and geography teachers at regional and national levels. Field officers receive training in the delivery of hands-on workshops that are tailored to their respective curricula, encompassing geoscience and geography.
Additionally, the EC provides support to selected geoscience educational initiatives in Europe and beyond, thus contributing to the advancement of Earth Science education through numerous pilot projects. These projects include field schools for teachers, geoscience events and conferences for educators, and material kits for schools.
Finally, the "EGU Teacher-Scientist Pairing Scheme", a joint initiative with the EGU Outreach Committee, aims to establish a network connecting scientists with educators and their classrooms. The scheme has been developed to facilitate the integration of scientific concepts into the classroom environment through the use of a "guest" scientist's lively video presence, in conjuction with hands-on activities guided by the in-class teacher.
How to cite: Stathopoulos, S., Pereira Correia, G., Laj, C., Anglisano Roca, A., Schwarz, A., Malamud, B., Bigot-Cormier, F., Cifelli, F., Funiciello, F., Barnikel, F., Panieri, G., Neighbour, G. A., Pereira, H., Berenguer, J.-L., Kourtidis, K., Dies Álvarez, M. E., Smith, P., Macko, S., Gravina, T., and Kastrup, U.: Fostering Earth Science Education: The Contribution of the EGU Education Committee, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-14843, https://doi.org/10.5194/egusphere-egu26-14843, 2026.
Low-cost air quality (AQ) sensors are increasingly used to expand environmental monitoring in cities, particularly in contexts where regulatory networks provide limited spatial coverage. Here, we present REDES+ (RED de EScuelas para el Monitoreo Ambiental de Santiago), an ongoing interdisciplinary research project that deploys a network of AQ sensors in public primary schools across Santiago, Chile. The project aims both to generate fine-scale environmental data and to support school-based learning activities using real atmospheric observations, in order to investigate how environmental conditions around schools relate to student attendance and academic outcomes.
The project has installed AQ sensors in approximately 50 public schools distributed across the Santiago Metropolitan Area. Sensors provide continuous, near–real-time environmental data on fine particulate matter (PM2.5) and air temperature at school sites, enabling the characterization of spatial and temporal variability in air pollution and thermal conditions experienced by students during the school day. These data streams are made freely accessible to teachers and students through an existing open data platform. Environmental data are being integrated with administrative records on school attendance and standardized academic performance indicators to examine how environmental exposure and absenteeism interact in shaping educational outcomes.
Preliminary analyses of the fully deployed sensor network reveal clear spatio-temporal patterns in PM2.5 concentrations across schools, including localized pollution gradients and short-term peaks that are not revealed by air quality models relying solely on the sparse official monitoring network. These observations highlight the added value of dense, school-based AQ sensor deployments, for resolving fine-scale exposure variability within urban areas, as well as the potential impact on student attendance and learning.
REDES+ is designed as both a research and capacity-building initiative. In parallel with data collection, the project aims to develop an independent open-access environmental data platform and to engage school communities through outreach and educational activities. These activities include training sessions and hands-on workshops for teachers, focused on using the data for student-driven science projects, introducing basic concepts of air quality and data interpretation in the classroom, as well as outreach actions to promote awareness and understanding of local air quality and climate-related risks.
By establishing a school-based network of low-cost sensors, REDES+ contributes fine-scale environmental data from locations that are rarely monitored by conventional air quality stations. The project seeks to generate evidence relevant to research on environmental inequality, school infrastructure planning, and public policies aimed at promoting healthier and more equitable learning environments. More broadly, REDES+ provides a transferable framework for integrating low-cost sensing, environmental research, and education in Latin American cities.
How to cite: Fernández, I. C., Pinto, A., Ayala, S., Diez, S., Marín, F., Montoya, C., Ortiz, P., Ríos, B., and Rubilar, P.: Expanding urban air quality monitoring through school-based air quality sensor networks: the REDES+ project in Santiago, Chile, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4094, https://doi.org/10.5194/egusphere-egu26-4094, 2026.
As urban environments face increasing pressure from pollution, there is a growing need for educational frameworks that connect classroom theory with real-world environmental hazards. This presentation introduces an interdisciplinary STEM project designed for students to explore the mitigation of heavy metal pollution (specifically, Copper, Cu) in urban stormwater runoff through the lenses of Physics, Chemistry, and Biology. The educational activity is structured into three experimental modules. In the Physics module, students explore the electrical conductivity of "polluted" water and the principles of electromagnetic induction. By experimenting with Eddy Currents, learners discover how non-ferrous metals can be physically separated from waste streams. The Chemistry module focuses on qualitative analysis, using reagents to identify metal ions and demonstrating precipitation as a method of chemical purification. Finally, the Biology module introduces the concept of phytoremediation. Students monitor the bioaccumulation of Copper in aquatic plants, observing how nature-based solutions can restore ecosystem health.This project-based learning (PBL) approach encourages students to think as "Earth System Scientists," understanding that environmental solutions require a synergy of multiple disciplines. By transitioning from physical separation to biological filtration, students not only learn fundamental scientific laws but also engage with the circular economy by viewing "pollution" as a recoverable resource. We will discuss the pedagogical impact of this project, student engagement levels, and how such interdisciplinary activities can be scaled for different educational levels to promote environmental stewardship. We expect students to demonstrate a significant increase in scientific literacy by utilising real-time monitoring methods (Physics) and laboratory techniques (Chemistry). The phytoremediation experiments are expected to demonstrate that specific plants can reduce copper concentrations by up to 70-80% within two weeks, providing both visual and quantifiable evidence of water purification.
How to cite: Teusdea, A.-F. and Kleszken, E.: Bridging the Sciences: An interdisciplinary STEM project on stormwater pollution and heavy metal recovery, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-4501, https://doi.org/10.5194/egusphere-egu26-4501, 2026.
Earth Sciences should play a crucial role in the education of secondary school students. The subject provides understanding of physical, chemical, and biological processes that regulate and govern the planet Earth as well as influence society. However, teachers often face constraints in time, resources and confidence when teaching interdisciplinary STEM topics.
HUI-WORLD is an Erasmus+ project designed to strengthen Earth science teaching by supporting teachers to deliver structured, inquiry-oriented STEM (Science, Technology, Engineering, and Mathematics) learning in secondary schools. The project is developing a set of 20 learning units (LUs) addressing themes such as sustainability and conservation, soil science, biogeochemical cycles, climate change, energy systems, environmental change, oceanography, astronomy, population and migration, economics, and geohazards (including earthquakes). Each LU is structured in three lessons of approximately one hour each, giving teachers the resources to deliver inquiry-based, interdisciplinary, and engaging STEM lessons.
The pedagogical aim of the project is to break down the traditional concept of direct teaching and to make learning time more interactive, turning lessons into an active space for students. This approach provides teachers with the opportunity to let students actively participate by sharing ideas, producing materials related to the lesson topic, and engaging in activities (e.g., games, presentations, quizzes). The LUs help teachers connect classroom learning to real-world environmental and societal challenges, fostering critical thinking and active citizenship in students in a fun and engaging way. Each LU is not constructed in isolation but also has links to other LUs, in order to encourage mental connections, systemic thinking, and highlight the interconnection between topics related to Earth Sciences and the impact on real life at all scales (from global crises to personal needs).
Finally, HUI WORLD aims to show students that STEM subjects can be the solution for many modern global problems. The project highlights how STEM pathways contribute to addressing contemporary challenges, helping students to see science and engineering as relevant to both society and future careers.
How to cite: Gatto, A., Segoni, S., Nardini, O., Intrieri, E., Beni, T., di Grazia, S., and Gallagher, R.: Empowering teachers to inspire Earth Science and STEM learning: The HUI WORLD project, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-7439, https://doi.org/10.5194/egusphere-egu26-7439, 2026.
The topic of this proposed teaching proposal concerns the study of the meteorological parameters that created and determined the evolution of the storm Daniel in Thessaly in September 2023. The main research question concerns the determination of the extent of the flooded areas from the severe weather phenomenon that hit Thessaly from September 3 to 6.
To implement this research, open scientific data utilized from the Copernicus Browser. Through the use of Sentinel-2 satellite records, the evolution of the flood and the change in water coverage in the area of Lake Karla.
Integrating the data of satellites to the classroom provide to transformation of earth sciences from theoretical issues to dynamic processes of real-world exploration through engaging students with ‘Earth Observation’. By applying earth observations of satellite images of a flood-affected area, students’ progress from mere observation to applying critical skills of the 21st century, including ‘change analysis’ through “before & after” comparison of images, making disasters more real. The paper presents the steps that the students followed to successfully transform the application of a scientific tool into a teaching tool.
This method not only connects earth sciences to othes sciences, including physics & math, but also empowers digital skills through professional software like Copernicus Browser. This learning activity not only brings the environmental sensitivity of students but also brings forth critical ‘climate change & civil protection’ debates.
Finally, the disaster knowledge and the identifying vulnerabilities leads students not only to decipher what happened but also to be aware about disasters.
KEYWORDS: flood, storm, rainfall, satellite
How to cite: Makri, K.: Integrating the using of Copernicus Browser in the classroom., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-8342, https://doi.org/10.5194/egusphere-egu26-8342, 2026.
This contribution presents an educational initiative developed as part of the geoscience research project JEAI DELO (Exploration of Aquifers and Sustainable Water Management in Cameroon), funded by the French National Research Institute for Sustainable Development (IRD). Implemented in a public high school in Yaoundé, this initiative aims to bring active research into classroom practice while fostering students’ scientific curiosity, methodological rigor, and environmental awareness. Through practical activities, the initiative addresses the study of the water cycle, climate processes, and their interactions with soils and water resources in a region highly sensitive to hydroclimatic variability.
A specific educational component was integrated into the JEAI DELO project. It includes the creation of an open-access website providing meteorological data for school-based investigations. In parallel, an IRD-supported “Youth Club: Weather–Water–Horizon” was established with support from the Educational Mediterranean Observatory (EduMED–IdEx Université Côte d’Azur, Géoazur). This framework is based on close collaboration between researchers, university students, and secondary school teachers. Master’s students and PhD candidates from the University of Yaoundé I adapt research themes into classroom activities in partnership with teachers, creating a sustained link between research, higher education, and secondary education.
Students participate in hands-on, inquiry-based activities inspired by ongoing research. These include building simple meteorological instruments, such as rain gauges, temperature and humidity sensors taking regular field measurements, and performing basic water-quality analyses using accessible methods. Through these exercises, they learn key concepts related to the water cycle—precipitation, infiltration, runoff, and storage—and explore their relationships with climate variability and environmental change. The collected data are then organized, visualized, and interpreted using a simplified but rigorous scientific process that introduces the essential aspects of the scientific method such as hypothesis formulation, data analysis, and critical discussion.
Given that water resources under climate change represent a major educational challenge worldwide, the initiative has expanded beyond Cameroon through school partnerships. The pilot exchange connects the “Lycée Bilingue d’Application” of Yaoundé (Cameroon) with the Lou Garlaban Middle School in Aubagne (France). This collaboration encourages the sharing of practices and complementary perspectives on a same topic, while taking into consideration regional environmental issues and cultural contexts. All activities are structured around the network of weather stations developed by EduMED and its partners.
Overall, this research-based educational approach demonstrates that integrating classroom activities within an active scientific project enhances student engagement and learning. By working with real data, building instruments, and interacting with researchers and university students, pupils develop not only scientific knowledge of climate–water interactions, but also autonomy, critical thinking, and methodological skills. Thus, this initiative highlights how cooperation between research institutions, universities, and schools can strengthen capacity building and contribute to the education of informed and environmentally responsible citizens.
How to cite: Bigot-Cormier, F., Jouffray, F., Balestra, J., Ribodetti, A., Koh Minfele, M. R., Messende Mba, B. L., Wirnsungrin, T. N., Mani Miegue, E. D., Allen, J., and Viguier, B.: Linking Geoscience Research and Secondary Education: A Research-Based Educational Initiative on the Water Cycle in Cameroon, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-9205, https://doi.org/10.5194/egusphere-egu26-9205, 2026.
This poster presents the role of water and wind as natural factors that influence the Earth – its eco-systems, relief and the soil. Students learn about the positive and negative influence of water and wind through various activities in the classroom, school garden and school yard. The activities are also used to teach students how to control and bring these forces’ negative influence to the minimum.
When observing the soil around the school, students deduce that large amounts of water and the force of the wind bring great damage to nature and disrupt normal functioning in every aspect. They notice that plants are the main defenders against the negative force of water and air, i.e. present a protective barrier that controls and alleviates.
Planting new plants – trees in the school yard contributes directly to the protection of the soil from rain’s direct impact. This also controls water flow through the plant root system and their above-ground parts. School garden experiments also teach students that trees protect and alleviate or absorb the impact of wind, i.e. reduce the force of wind, which can have destructive powers.
Maintaining and nurturing low vegetation (grass) in the school yard helps water absorption, i.e. protects the yard from floods and makes the school area safe for everyone.
Students create flyers and help raise awareness about the protection and nurturing of plant life in the vicinity and far.
Conclusion: Plants play an important role in environmental protection because they are a natural and efficient manner of reducing the negative force of water and wind i.e. main natural disaster causes.
How to cite: Karanfilovska, T.: Plants and their Role in Protection from Water and Wind, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-10460, https://doi.org/10.5194/egusphere-egu26-10460, 2026.
Contemporary advances in consumer electronics and electronics manufacturing have allowed the development of low-cost sensors and dataloggers1. Several groups have leveraged this to develop their own in-house seismic stations, achieving performance comparable to commercial devices and expanding access to expensive scientific equipment in lower- and middle-income regions. Although the resulting sensors are relatively cheap, their development can be complex and somewhat expensive, which is why most of these devices have been developed by institutions in high-income countries1. Additionally, parallel developments by independent groups result in many different devices, tailored to each group's needs and capabilities, but with reduced scalability.
In this context, the emergence of a commercial, low-cost seismic sensor with clearly defined standards, such as the Raspberry Shake® (RS), a Raspberry Pi-based device, can further expand the use of seismic sensors beyond the professional scientific community, for both educational and amateur purposes. Beyond the worldwide network created by individual RS owners, RS devices have been validated and used for scientific and technical purposes2.
Instituto Volcanológico de Canarias (INVOLCAN) plans to deploy an extensive network, with more than 300 RS3Ds devices equipped with 3 orthogonal geophones, throughout educational institutions in the Canary Islands archipelago, conforming a new Canary Islands Scholar Seismic Network (Red Sísmica Escolar Canaria, RESECAN). This network will, on the one hand, promote the geosciences in classrooms by increasing local communities’ awareness of the territory’s volcanic activity and associated risks, and by fostering young students' interest in this field. By leveraging the open-source Raspberry Shake software, students can access RESECAN data and locate local earthquakes. Additionally, INVOLCAN will provide complementary educational materials and promote and support the use of this data for student projects.
On the other hand, these stations will be integrated into the existing broadband seismic network of conventional stations managed by INVOLCAN (Red Sísmica Canaria, C7). The proposed number of RS3D stations is one order of magnitude more than the current size of C7, and the resulting densification of the sensing coverage will improve seismic monitoring in a volcanically active region with significant volcanic hazards.
1. Iribarren Anacona, P. et al. Arduino data loggers: A helping hand in physical geography. Geogr J 189, 314–328 (2023).
2. Calais, E. et al. Citizen seismology helps decipher the 2021 Haiti earthquake. Science (1979) 376, 283–287 (2022).
How to cite: de Armas-Rillo, S., D'Auria, L., Christensen, B., van Dorth, D. M., García-Hernández, R., López-Díaz, P., Ortega-Ramos, V., Álvarez-Hernández, A., Calderón-Delgado, M., Rodríguez-Rodríguez, Ó., and Pérez, N. M.: The Scholar Seismic Network of the Canary Islands: bringing together science and education in a volcanically active region., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11525, https://doi.org/10.5194/egusphere-egu26-11525, 2026.
This Learning Unit for high school students explores the relationship between natural hazards and human activity in the Anthropocene. By integrating Inquiry-Based Learning (IBL) with Geoscience data students investigate how industrialization and urban growth worsen environmental instability and systemic risks. A central issue is the analysis of Climate Equity, examining real-world data to highlight the paradox between industrialised countries – the primary contributors to climate change – and developing nations, which contribute the least yet face the most environmental impacts. Through Role-Play simulations and GIS mapping, these activities turn complex scientific concepts into a tool for critical thinking and global citizenship. Students move beyond theoretical knowledge to propose sustainable and fair mitigation strategies, enabling them to develop practical skills suitable for environmental protection and management.
Module 1: Climate Engine and Global Responsibility
Physical drivers of global warming and the intensification of extreme events.
Methodologies:
- Flipped Classroom: Students analyse NASA/ESA datasets on CO2 and temperature anomalies before class.
- Inquiry-Based Learning (IBL): Correlation analysis between the rise of industrial activities and the frequency of thermal anomalies.
- Global Debate (Role Playing): A discussion on the "Historical Debt" of Industrialised Nations versus the vulnerability of Developing Countries, focusing on the concept of common but differentiated responsibilities.
Module 2: Anthropogenic Landscapes and Urban Growth
How urbanization, deforestation, and land-use change alter natural cycles.
Methodologies:
- Virtual Field Work: Monitoring "Urban Sprawl" and land consumption over the last 50 years by integrating satellite imaging (Google Earth Engine) and environmental datasets (Copernicus-CLMS, ISPRA-IdroGeo).
- Case Study Comparison: Investigating soil sealing in megacities (Industrialised context) versus rapid deforestation for resource export (Developing context).
- Tinkering: Creating digital flowcharts to visualize how human intervention breaks the natural hydrological cycle, leading to increased flood risks.
Module 3: Risk Management, Mitigation and Social Justice
Adaptation strategies, resilience, and ethical decision-making.
Methodologies:
- Problem-Based Learning (PBL): "The Resilient City Challenge"— students must design a mitigation plan for a specific local area at risk using environmental datasets (ISPRA-IdroGeo) and GIS tools.
- Role-Play / CoP (Conference of the Parties) Simulation: A simulated international negotiation where students represent different stakeholders (Scientists, Industrialists, NGOs, and Delegates from various nations) to allocate climate adaptation funds.
- Social Justice Perspective: Analysing why socio-economic factors make certain populations more "at risk" than others, even when facing the same natural event.
In conclusion, this Learning Unit leads students to achieve several key competencies such as:
- Understanding the deep link between Science and Society: Connecting Earth Science with Ethics and Economics by analysing the historical responsibility of industrialised nations.
- Developing Critical Thinking: Learning to look at the "human impact" not just as a biological fact, but as a socio-political choice.
- Practicing Active Citizenship: Using real-world data, students gain the ability to participate in the global climate conversation.
How to cite: Palumbo, M.: The Anthropocene challenge: Shifting perspectives and promoting student responsibility through geoscience literacy and risk awareness, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12103, https://doi.org/10.5194/egusphere-egu26-12103, 2026.
How to cite: Stancut, D. I. and Petre, A. A.: Exploring the Environmental Impact of Acid Rains: Linking Chemistry and Geography in Education, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-12907, https://doi.org/10.5194/egusphere-egu26-12907, 2026.
The term ‘space weather’ indicates the physical conditions at the Sun and in the space environment between the Sun and Earth, that can influence the
operation of spaceborne and ground systems and affect human activities and health. Scientific research on the space weather is therefore important to
forecast the potential impact of perturbations driven by the Sun activity on biological and technological systems. This work discusses a learning module
aiming at introducing high school pupils to the characteristics of the Sun, the relationships with the Earth and the impact that phenomena of solar origin
have on our planet. The module consists of experimental observations and of class lectures, both aiming at coupling the curricular teaching at school with actual research topics.
This study was carried out within the Space It Up project funded by the Italian Space Agency, ASI, and the Ministry of University and Research, MUR, under Contract Grant Nos. 2024-5-E.0-CUP and I53D24000060005.
How to cite: Prete, G., Meringolo, C., Riccardi, P., Pecora, F., Servidio, S., and Chiappetta, F.: A learning module on the Sun and the space weather, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13188, https://doi.org/10.5194/egusphere-egu26-13188, 2026.
The “Science and Volcanoes Fair” is an educational initiative funded by the Cabildo de Tenerife through the project “Feria de la Ciencia y los Volcanes-TFFeria.” During the 2024–2025 academic year, the project engaged 3rd and 4th-year Secondary Education (ESO) and 1st-year High School students across Tenerife in the development of scientific research centered on volcanic phenomena and volcanic risk management. These interdisciplinary projects spanned the fields of experimental sciences, social sciences, and the audiovisual arts.
Guided by teachers from participating schools and supported by the technical expertise of INVOLCAN personnel, students navigated the complexities of the scientific method. This collaboration culminated on May 27, 2025, where 230 students from seven educational centers presented their findings through oral communications. The event also featured a "Volcanic Olympiad," where nine teams competed while representing the “16 Volcanoes of the Decade,” further deepening their global geological awareness.
This initiative serves as a sophisticated educational instrument that transcends traditional learning by immersing students in the practical rigors of the scientific method. The Fair is instrumental in stimulating STEM vocations, providing a structured environment where academic theory meets professional practice. Through this inquiry-based approach, students develop essential competencies in cooperation and analytical thinking. This project underscores INVOLCAN’s strategic commitment to outreach and capacity building, utilizing the unique volcanic geological heritage to foster a highly informed and motivated generation of future researchers.
How to cite: Alonso-González, A., Hernández, P. A., García-Hernández, R., Prieto, D., Rodríguez, Ó., Luis-Méndez, T., Ortega-Ramos, V., de Armas-Rillo, S., López-Díaz, P., and Pérez, N. M.: Hands-On Earth Science: Fostering Students' Interest in Volcanology at the Feria de la Ciencia y los Volcanes, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13265, https://doi.org/10.5194/egusphere-egu26-13265, 2026.
Declining student interest in science and the persistent gap between classroom content and real-world challenges remain key barriers to pursuing STE(A)M pathways, particularly in under-resourced or rural schools. To address this, we present the development and pilot implementation concept of a STEAM Box initiative within the STEAM-EXPERIENCE: Experiential Learning in Natural and Research Laboratories project, coordinated by the National Institute for Earth Physics (INCDFP) together with the University of Bucharest and Babeș-Bolyai University.
The STEAM Box is designed as a modular, portable, and scalable educational toolkit that transforms theoretical lessons into inquiry-based, hands-on activities aligned with Earth and environmental science topics. The approach is interdisciplinary and narrative-driven, inspired by the “four elements” (Earth, Air, Water, Fire), enabling students to explore natural hazards, climate extremes, pollution, and sustainability through experiments and digital data interpretation.
Each STEAM Box integrates low-cost but research-inspired instruments developed for repeated classroom use, including: a 3D-printed “slinky” seismometer for vibration and earthquake principles, a 3D-printed spectrometer [1] for investigating light sources and spectra, a compact Weather Station designed for long-term outdoor data transmission, and microcontroller-based experiment kits (ESP32) using temperature, humidity and pressure, accelerometer, and light intensity sensors, supported by a dedicated application for real-time visualization and data logging.
A core innovation of this initiative is that most STEAM Box components are developed in-house by the project team, including mechanical design, electronics, assembly workflows, and classroom-ready activities, supported by a digital fabrication laboratory enabling rapid prototyping and standardized production using accessible technologies (e.g., 3D printing and modular electronics). For instruments with validated open-source solutions, designs are adapted rather than reinvented; notably, the spectrometer module builds on the open-hardware design by B.J.Winters et al. [1], integrated and modified to match the STEAM Box architecture and educational objectives.
The STEAM Box devices have been deployed and tested at workshops, science fairs, and high school activities, providing feedback that supported design iterations and content refinement. To maximize accessibility and reproducibility, all designs, build instructions, and educational resources will be released as open-source materials via a standardized online hub, supporting adoption by teachers, schools, and outreach programmes.
Beyond hardware delivery, the programme includes teacher training materials and promotes co-design of experiments with students. A key innovation is the proposed shared library of STEAM Boxes, hosted by partner institutions and local collaborators (e.g., geoparks), allowing schools to borrow kits through a scheduling mechanism and reducing barriers to participation.
By combining STEAM Boxes, educator support, and a distributed access model, this initiative promotes inclusive experiential learning, strengthens collaboration between schools and research institutions, and builds pathways toward Earth science literacy and future engagement.
Keywords: STEAM careers, STEAM education, Experiential learning, Earth science outreach, Open-source educational tools, Digital fabrication (makerspace)
Acknowledgements: This work was supported by the Romanian Ministry of Education and Research, through UEFISCDI, within the National Plan for Research, Development and Innovation (PNCDI IV), Science in Schools Programme, project no.PN-IV-P10-SS-SC-2024-0042 (STEAM-EXPERIENCE).
Bibliography: [1] B.J.Winters, N.Banfield, C.Dixon, A.Swensen, D.Holman, and B.Fillbrown, “3D-Printable and open-source modular smartphone visible spectrophotometer,” HardwareX, vol. 10, p. e00232, 2021.
How to cite: Nastase, I. E., Macovei, A., Boni, M., Simionescu, C., Ciuca, T. A., and Tataru, D.: STEAM Box: A Modular Open-Source Toolkit for Hands-On Earth Science Learning, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-13870, https://doi.org/10.5194/egusphere-egu26-13870, 2026.
How to cite: Monteiro, V., Fleming, L., Turnbull, J., Drummond, J., Lawson, R., Tang, X., Edmonds, E., Hiraina Calis, D., and Barbosa, C.: Contextualizing urban atmospheric CO2 observations for primary education: a case-study from New Zealand, EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-11496, https://doi.org/10.5194/egusphere-egu26-11496, 2026.
Posters virtual: Fri, 8 May, 14:00–18:00 | vPoster spot 5
EGU26-2161 | ECS | Posters virtual | VPS1
Study of volcanic, seismic and tsunami risks in the Canary Islands and Macaronesia: integration of monitoring, models and university education for resilience.Fri, 08 May, 14:03–14:06 (CEST) vPoster spot 5
Macaronesia (Azores, Madeira–Selvagens, Canary Islands, and Cape Verde) constitutes a natural laboratory for studying the interaction between intraplate volcanism, regional seismicity, and coastal hazards. This paper presents an integrated approach to assessing and communicating volcanic, seismic, and tsunami risks in the Canary Islands and their Macaronesian context, combining: (i) multiparametric monitoring data (IGN, INVOLCAN, CIVISA/IPMA), (ii) geophysical synthesis of the mantle structure beneath Macaronesia, and (iii) active learning experiences with university students. Case studies include the Tajogaite–Cumbre Vieja eruption (La Palma, 2021), with pre-eruptive seismic swarms, Strombolian emissions, and lava flows that affected infrastructure and necessitated evacuations; and the seismicity associated with volcanic systems and faults in the Canary Islands and Azores. The danger of tsunamis from volcanic landslides (prehistoric megatsunamis) and the UNESCO IOC NEAM early warning framework (with IPMA, INGV, CENALT, KOERI, NOA, PTWC, among others) are also discussed. Preliminary results show that integrating monitoring networks, propagation models, and educational activities based on real data improves risk understanding and community preparedness.
Goals
- To characterize the main geological hazards in the Canary Islands and Macaronesia (active volcanism, regional seismicity, and tsunami generation/propagation), integrating historical and instrumental data.
- Analyze the Tajogaite case (La Palma, 2021) as a recent example of risk management and civil response, highlighting lessons for monitoring and reconstruction.
- Exploring tsunami scenarios associated with volcanic flank collapses and early warning mechanisms in the NEAM region (capacities and limitations).
- Develop a program of academic activities with UNED students.
Methodology
- Data sources: IGN seismic catalogs (1585–2022), IPMA/CIVISA in the Azores, volcanic monitoring bulletins (IGN/INVOLCAN), and recent literature (Frontiers, MDPI).
- Analysis: review of eruptive chronologies and swarms (La Palma 2021), mapping of hypocenters and magnitudes, synthesis of mantle structure (tomography/seismicity), and evaluation of tsunami scenarios due to landslides.
- Alert framework: NEAMTWS (IOC ‑UNESCO), functions of NTWCs (IPMA, INGV, CENALT, KOERI, NOA) role of the PTWC/ITIC in interoperability.
Activities
- Seismic data practice (IGN/IPMA): download the catalog for the Canary Islands/Azores; filter by period, magnitude, and depth; visualization and heat map of hypocenters; discussion of active patterns (pre/post ‑eruptions).
- Analysis of the Tajogaite case (2021): timeline of previous seismicity, eruptive evolution, impacts on infrastructure and population; use of bulletins and technical articles (Frontiers/MDPI/IGN).
- Tsunami workshop: review of megatsunami deposits in the Canary Islands and basic wave attenuation modeling; coastal exposure maps; connection with Tsunami Ready (IOC).
- Macaronesian Geodynamics Seminar: Critical Reading of the Plume vs. Tectonics Debate; Implications for Risk; Relationship with Biodiversity and Human Occupation on Islands (Socio-environmental Context).
Results
- Technical skills: handling seismic catalogs and volcanic reports (IGN/INVOLCAN/IPMA/CIVISA), signal reading, and construction of hazard and exposure maps.
- Integrated risk understanding: connection between tsunami monitoring, geodynamics and warning in the NEAM system, with criteria for interpreting warnings and model limitations.
- Lessons from 2021 on La Palma: recognition of pre-eruptive indicators, evacuation logistics and reconstruction (slow cooling of lava flows, gases, geotechnical heterogeneity).
- Impact on resilience: improving community preparedness and a culture of prevention in island environments by connecting science, education, and citizens through replicable activities.
Bibliography
- IGN: Seismic Catalogue of the Canary Islands 1341–2022 (maps and relocations 1975–2000).
- IPMA/CIVISA: seismic networks and maps for Azores/Madeira.
- Geodynamic Macaronesia: Frontiers 2023 (mantle and plume review/alternatives).
How to cite: Delgado García, A.: Study of volcanic, seismic and tsunami risks in the Canary Islands and Macaronesia: integration of monitoring, models and university education for resilience., EGU General Assembly 2026, Vienna, Austria, 3–8 May 2026, EGU26-2161, https://doi.org/10.5194/egusphere-egu26-2161, 2026.
