Leveling up citizen science.

<p>Citizen science has globally been recognized as a vital part of open science and as a way of doing research that enables new levels of science education and science communication. Due to its high levels of public participation, citizen science can be of great value in bringing society and science closer together. Universities across the world have acknowledged this value and aim to incorporate citizen science in their policies and daily practices as part of their open science practices.</p><p>The Delft University of Technology has set the goal to develop an open science program that includes citizen science. However, implementing and incorporating citizen science in an open science program is not a straightforward task and demands knowledge, understanding, and experience of the field as well as the practical implications. What should a university do to support the goals of various citizen science initiatives, within an open science context, and to assist and facilitate researchers to perform effective participatory science? To gain a deeper understanding of what a citizen science project entails within the context of a university, we performed a case-study implementing citizen science methods for hydrological research. The project, called Delft Measures Rain, was developed in collaboration with external partners and several internal departments and their staff, some already having experience with developing and coordinating citizen science projects. Citizens of Delft were encouraged to participate and work together with scientists from the Water Management department to investigate rainfall patterns within the city. In total, 95 citizens collaborated for two months to collect over 1900 individual rainfall measurements spread over the city and taken with home-made rain gauges.  We developed tailored recruitment strategies, data collection and validation tools, data visuals, and communication strategies. Overall, the project has delivered valuable results, including reliable rainfall data, involvement and enthusiasm of citizens, and valuable feedback from participants. Additionally, this project has led to more cooperation of relevant institutions and civil society organizations (CSO) across the city and between different departments within the university itself.</p><p>This case-study has showcased how various stakeholders (researchers, citizens, civil servants, CSO’s, etc.) can benefit from co-developed participatory research implementing citizen science and open science principles. With this case study, we were able to identify the benefits, drawbacks, and opportunities for all stakeholders involved. Furthermore, we identified key tools and facilitation needs to assist researchers within the university to perform effective participatory science. During the session, we would like to share our methods, successes, challenges, and lessons learned. This project shows that, with the right knowledge and tools, citizen science can deliver what it promises and be of great value to universities and open science in general. </p>

What is the countercultural potential of citizen science? As a participant in the wider citizen science movement, I can attest that contemporary citizen science initiatives rarely characterise themselves as countercultural. Rather, the goal of most citizen science projects is to be seen as producing orthodox scientific knowledge: the ethos is respectability rather than rebellion (NERC). I will suggest instead that there are resonances with the counterculture that emerged in the 1960s, most visibly through an emphasis on participatory experimentation and the principles of environmental sustainability and social justice. This will be illustrated by example, through two citizen science projects that have a commitment to combining social values with scientific practice. I will then describe the explicitly countercultural organisation, Science for the People, which arose from within the scientific community itself, out of opposition to the Vietnam War. Methodological and conceptual weaknesses in the authoritative model of science are explored, suggesting that there is an opportunity for citizen science to become anti-hegemonic by challenging the hegemony of science itself. This reformulation will be expressed through Deleuze and Guattari's notion of nomadic science, the means through which citizen science could become countercultural. Counterculture Before examining the countercultural potential of citizen science, I set out some of the grounds for identifying a counterculture drawing on the ideas of Theodore Roszak, who invented the term counterculture to describe the new forms of youth movements that emerged in the 1960s (Roszak). This was a perspective that allowed the carnivalesque procession of beatniks, hippies and the New Left to be seen as a single paradigm shift combining psychic and social revolution. But just as striking and more often forgotten is the way Roszak characterised the role of the counterculture as mobilising a vital critique of the scientific worldview (Roszak 273-274). The concept of counterculture has been taken up in diverse ways since its original formation. We can draw, for example, on Lawrence Grossberg's more contemporary analysis of counterculture (Grossberg) to clarify the main concepts and contrast them with a scientific approach. Firstly, a counterculture works on and through cultural formations. This positions it as something the scientific community would see as the other, as the opposite to the objective, repeatable and quantitative truth-seeking of science. Secondly, a counterculture is a diverse and hybrid space without a unitary identity. Again, scientists would often see science as a singular activity applied in modulated forms depending on the context, although in practice the different sciences can experience each other as different tribes. Thirdly, a counterculture is lived as a transformative experience where the participant is fundamentally changed at a psychic level through participation in unique events. Contrast this with the scientific idea of the separation of observer and observed, and the objective repeatability of the experiment irrespective of the experimenter. Fourthly, a counterculture is associated with a unique moment in time, a point of shift from the old to the new. For the counterculture of the 1960s this was the Age of Aquarius. In general, the aim of science and scientists is to contribute to a form of truth that is essentially timeless, in that a physical law is assumed to hold across all time (and space), although science also has moments of radical change with regard to scientific paradigms. Finally, and significantly for the conclusions of this paper, according to Roszak a counterculture stands against the mainstream. It offers a challenge not at the level of detail but, to the fundamental assumptions of the status quo. This is what “science” cannot do, in as much as science itself has become the mainstream. It was the character of science as the bedrock of all values that Roszak himself opposed and for which he named and welcomed the counterculture. Although critical of some of the more shallow aspects of its psychedelic experimentation or political militancy, he shared its criticism of the technocratic society (the technocracy) and the egocentric mode of consciousness. His hope was that the counterculture could help restore a visionary imagination along with a more human sense of community. What Is Citizen Science? In recent years the concept of citizen science has grown massively in popularity, but is still an open and unstable term with many variants. Current moves towards institutionalisation (Citizen Science Association) are attempting to marry growth and stabilisation, with the first Annual General Meeting of the European Citizen Science Association securing a tentative agreement on the common principles of citizen science (Haklay, "European"). Key papers and presentations in the mainstream of the movement emphasise that citizen science is not a new activity (Bonney et al.) with much being made of the fact that the National Audubon Society started its annual Christmas Bird Count in 1900 (National Audubon Society). However, this elides the key role of the Internet in the current surge, which takes two distinct forms; the organisation of distributed fieldwork, and the online crowdsourcing of data analysis. To scientists, the appeal of citizen science fieldwork follows from its distributed character; they can research patterns over large scales and across latitudes in ways that would be impossible for a researcher at a single study site (Toomey). Gathering together the volunteer, observations are made possible by an infrastructure of web tools. The role of the citizen in this is to be a careful observer; the eyes and ears of the scientist in cyberspace. In online crowdsourcing, the internet is used to present pattern recognition tasks; enrolling users in searching images for signs of new planets or the jets of material from black holes. The growth of science crowdsourcing is exponential; one of the largest sites facilitating this kind of citizen science now has well in excess of a million registered users (Zooniverse). Such is the force of the technological aura around crowdsourced science that mainstream publications often conflate it with the whole of citizen science (Parr). There are projects within citizen science which share core values with the counterculture as originally defined by Roszak, in particular open participation and social justice. These projects also show characteristics from Grossberg's analysis of counterculture; they are diverse and hybrid spaces, carry a sense of moving from an old era to a new one, and have cultural forms of their own. They open up the full range of the scientific method to participation, including problem definition, research design, analysis and action. Citizen science projects that aim for participation in all these areas include the Extreme Citizen Science research group (ExCiteS) at University College London (UCL), the associated social enterprise Mapping for Change (Mapping for Change), and the Public Laboratory for Open Technology and Science (Public Lab). ExCiteS sees its version of citizen science as "a situated, bottom-up practice" that "takes into account local needs, practices and culture". Public Lab, meanwhile, argue that many citizen science projects only offer non-scientists token forms of participation in scientific inquiry that rarely amount to more that data collection and record keeping. They counter this through an open process which tries to involve communities all the way from framing the research questions, to prototyping tools, to collating and interpreting the measurements. ExCiteS and Public Lab also share an implicit commitment to social justice through scientific activity. The Public Lab mission is to "put scientific inquiry at the heart of civic life" and the UCL research group strive for "new devices and knowledge creation processes that can transform the world". All of their work is framed by environmental sustainability and care for the planet, whether it's enabling environmental monitoring by indigenous communities in the Congo (ExCiteS) or developing do-it-yourself spectrometry kits to detect crude oil pollution (Public Lab, "Homebrew"). Having provided a case for elements of countercultural DNA being present in bottom-up and problem-driven citizen science, we can contrast this with Science for the People, a scientific movement that was born out of the counterculture. Countercultural Science from the 1970s: Science for the People Science for the People (SftP) was a scientific movement seeded by a rebellion of young physicists against the role of US science in the Vietnam War. Young members of the American Physical Society (APS) lobbied for it to take a position against the war but were heavily criticised by other members, whose written complaints in the communications of the APS focused on the importance of scientific neutrality and the need to maintain the association's purely scientific nature rather than allowing science to become contaminated by politics (Sarah Bridger, in Plenary 2, 0:46 to 1:04). The counter-narrative from the dissidents argued that science is not neutral, invoking the example of Nazi science as a justification for taking a stand. After losing the internal vote the young radicals left to form Scientists and Engineers for Social and Political Action (SESPA), which later became Science for the People (SftP). As well as opposition to the Vietnam War, SftP embodied from the start other key themes of the counterculture, such as civil rights and feminism. For example, the first edition of Science for the People magazine (appearing as Vol. 2, No. 2 of the SESPA Newsletter) included an article about leading Black Panther, Bobby Seale, alongside a piece entitled “Women Demand Equality in Science.” The final articles

Most European cities have air pollution levels that exceed the threshold for human health protection. Children are sensitive to air pollution and thus it is important to ensure they are not exposed to high concentrations of air pollutants. In order to make a positive change toward cleaner air, a joint effort is needed, involving all civil society actors. Schools and local communities have a decisive role, and can, for example, become engaged in citizen science initiatives and knowledge coproduction. In 2019, with the aim of raising awareness for air quality, NILU developed a citizen science toolbox to engage primary schools in monitoring air quality using a simple and affordable measuring method based on paper and petroleum jelly. This is a very visual method, where the students can clearly see differences from polluted and non-polluted places by looking at “how dirty” is the paper. In addition to the qualitative analysis, we have developed an air meter scale making possible for the students to obtain an indicative measurement of the air pollution level. The comparison between the paper and petroleum jelly method against reference PM10 data collected at two official air quality stations showed a good agreement. The method is a strong candidate for dust monitoring in citizen science projects, making participation possible and empowering people with simple tools at hand. The toolbox is targeted at primary schools and children aged 6–12 years, although it can easily be adapted to other age groups. The main objective of the toolbox is to involve young children who are usually not targeted in air quality citizen science activities, to develop research skills and critical thinking, as well as increase their awareness about the air they breathe. The toolbox is designed to engage students in hands-on activities, that challenge them to create hypotheses, design scientific experiments, draw conclusions and find creative solutions to the air pollution problem. The toolbox includes all the necessary material for the teachers, including guidance, background information and templates facilitating the incorporation in the school curricula. The toolbox was launched as part of the Oslo European Green Capital in March 2019 and was later included as part of the European Clean Air Day initiative coordinated by the European Citizen Science Association (ECSA) working group on air quality. A total of 30 schools and 60 4th grade classes (aged 8–9 years) participated in the Oslo campaign. The citizen science approach employed in the schools, combined the four key elements that promote knowledge integration: elicit ideas, add new ideas, distinguish among ideas and reflect and sort out ideas. Although the main goal of the study was to provide simple but robust tools for engaging young children in air quality monitoring, we also carried out ex-ante and ex-post evaluations in 12 of the participating classes using a 10-question multiple choice test to have an indication of the contribution of the activity to knowledge integration. The results show that there is an increase in the number of correct answers, as well as a reduction in the misconceptions after conducting the activity. These results indicate that applying a citizen science approach improved science instruction and helped knowledge integration by including students' views and taking advantage of the diverse ideas students generated. Citizen science gives learners an insight into the ways that scientists generate solutions for societal problems. But more important, citizen science provides a way to differ from the classic view of the learner as an absorber of information, by considering the social context of instruction and making the topic personally relevant.

This editorial introduces the special issue entitled “Geoinformatics in Citizen Science” of the ISPRS International Journal of Geo-Information. The issue includes papers dealing with three main topics. (1) Key tasks of citizen science (CS) in leveraging geoinformatics. This comprises descriptions of citizen science initiatives where geoinformation management and processing is the key means for discovering new knowledge, and it includes: (i) “hackAIR: Towards Raising Awareness about Air Quality in Europe by Developing a Collective Online Platform” by Kosmidis et al., (ii) “Coupling Traditional Monitoring and Citizen Science to Disentangle the Invasion of Halyomorpha halys” by Malek et al., and (iii) “Increasing the Accuracy of Crowdsourced Information on Land Cover via a Voting Procedure Weighted by Information Inferred from the Contributed Data” by Foody et al. (2) Evaluations of approaches to handle geoinformation in CS. This examines citizen science initiatives which critically analyze approaches to acquire and handle geoinformation, and it includes: (iv) “CS Projects Involving Geoinformatics: A Survey of Implementation Approaches” by Criscuolo et al., (v) “Obstacles and Opportunities of Using a Mobile App for Marine Mammal Research” by Hann et al., (vi) “OSM Data Import as an Outreach Tool to Trigger Community Growth? A Case Study in Miami” by Juhász and Hochmair, and (vii) “Experiences with Citizen-Sourced VGI in Challenging Circumstances“ by Hameed et al. (3) Novel geoinformatics research issues: (viii) “A New Method for the Assessment of Spatial Accuracy and Completeness of OpenStreetMap Building Footprints” by Brovelli and Zamboni, (ix) “A Citizen Science Approach for Collecting Toponyms” by Perdana and Ostermann, and (x) “An Automatic User Grouping Model for a Group Recommender System in Location-Based Social Networks” by Khazaei and Alimohammadi.

Citizen science at public libraries: Data on librarians and users perceptions of participating in a citizen science project in Catalunya, Spain

Seaweed is already one of the largest aquaculture crops globally. It is predicted to expand in developed countries, such as Australia, in the coming decades, providing both products (e.g., food, animal feed, nutraceuticals) and seedstock for the restoration of declining seaweed forests. In Australia, public acceptance and social licence for aquaculture can be contested, creating a barrier to new projects. Concurrently, scaled-up restoration of lost underwater seaweed forests will potentially rely on (i) contributions from citizen scientists, (ii) aquaculture. Therefore, it is essential to understand people's concerns, motivations, and benefits regarding the restorative aquaculture of seaweeds in developed countries, such as Australia, to enhance its sustainable development. Drawing on social licence to operate, ocean literacy, and marine identity perspectives, this thesis examines how participation is initiated, what motivates it, and what outcomes it produces for individuals and legitimacy. This thesis is structured across six interconnected chapters, each contributing unique insights into the human dimensions of seaweed restoration and the mechanisms that may help in driving public support of restorative seaweed aquaculture. To assess what is presently understood about aquaculture's environmental benefits and impacts, Chapter 1 reviews the literature. This chapter compares seaweed production to other types of aquacultures, highlighting its unique capacity to provide critical ecosystem services, such as carbon sequestration, nutrient cycling, and habitat restoration. This chapter also provides the foundation for this thesis and presents the conceptual framework that underpins the thesis. The framework proposes a pathway for a social licence for restorative seaweed aquaculture (e.g., legitimacy, trust, perceived value, and willingness to support). Chapter 2 details an experiment on recruiting citizen scientists via social media to assess the efficacy of different messaging strategies in encouraging individuals to engage with content or sign up as citizen scientists. A fully factorial experiment was conducted over an 18-day recruitment campaign period, using short-form videos to compare different messaging combinations (content with a focus on the environment, people or seaweed, with either a positive or negative ‘framing’), and engagement metrics (interactions, views, follows, etc) across three social media platforms (Instagram, TikTok and LinkedIn). The study found that user engagement was platform-specific, with more users (10-15 times) viewing content on TikTok than on Instagram or LinkedIn. However, LinkedIn and Instagram users interacted more meaningfully with the content, resulting in a greater impact. The results demonstrate that video ‘views’ do not necessarily translate into meaningful engagement, and that approximately 1% of participants who engage with online content may eventually sign up and participate in real-world restoration work as citizen scientists. Chapter 3 explored the demographic traits and motivations of people who signed up to volunteer as citizen scientists with the seaweed research group. This chapter examined the emotional drivers of participation, including the roles of emotions such as awe and wonder in fostering connection and pro-environmental behaviours, as well as climate change worry and identity. These findings offer insights into some of the factors that may be crucial for inspiring public engagement, which is essential for designing effective and inclusive restoration programs and citizen science recruitment campaigns that can underpin scaled-up restoration projects in the future. Chapter 4 evaluated the mental health and well-being benefits of participating in a seaweed restoration project on the Sunshine Coast by comparing the well-being survey responses of participants before, immediately after, and two weeks after participation. The findings revealed that active involvement in ecological restoration led to a significant increase in individuals' subjective nature connectedness (INS), which persisted for at least two weeks following the event and a reduction in feelings of stress and helplessness. These findings suggest that citizen science initiatives are not only good for the environment but also human mental well-being. Chapter 5: A systematic review was conducted to assess social attitudes towards aquaculture and ecological restoration, including the economic opportunities and enhanced community resilience that it can provide. Central to this chapter is the question of how attitudes towards aquaculture production and restoration differ globally, with a particular focus on comparisons between developed and developing countries, and how these attitudes might influence perceptions of seaweed restoration and hinder aquaculture development in Australia. This review helps to provide clarity on where legitimacy and acceptance dynamics converge or diverge across restoration and aquaculture, thus informing implications for social licence to operate for restorative aquaculture in Australia. Lastly, Chapter 6 synthesises findings from the previous five chapters, drawing connections between the ecological and social dimensions of restorative seaweed aquaculture and public participation. It highlights the importance of a multidisciplinary approach, combining environmental science, social psychology, and communication strategies to create scalable solutions for marine ecosystem restoration.

In order for citizen science initiatives to pan out well, various actors need to be willing to engage in citizen science activities. The particular interest in this chapter lies with the citizens and their motivations to participate in ICT-enabled citizen science since, arguably, without citizen participation, there is no citizen science activity. The authors examine in detail what determines citizens' interest to share their weather-related data collected with Personal Weather Stations via online amateur networks and how these citizen activities could be up-scaled to address prevalent hydro-meteorological data gaps. A decision making theory is used to guide empirical research in three European countries. The results indicate no regional differences between the main drivers and incentives and raise the question whether weather observation is still a male-dominated activity in the digital age which would have implications for upscaling this citizen science initiative.

The citizen science approach enables the collection of extensive ecological data while reducing time and cost, offering a valuable tool to address complex conservation challenges. However, its precision in monitoring morphologically similar freshwater fish species remains insufficiently explored. This study evaluates the effectiveness of citizen science in distinguishing between the critically endangered crucian carp ( Carassius carassius ) and the invasive gibel carp ( Carassius gibelio ), two closely related species often confused due to their similar appearance. The native crucian carp has experienced a sharp population decline in Central Europe and is currently classified as critically endangered in the Czech Republic. In response, the citizen science initiative, save the crucian carp was launched to map the species’ distribution and support its conservation and restoration. We assessed the project’s effectiveness using data submitted by 953 participants, which included current and historical occurrence records for both crucian and gibel carp. The analysis focused on species identification accuracy, public engagement, and the influence of media outreach on participation. Field verification of reported sightings revealed a 35% accuracy rate for crucian carp identification. A positive correlation was observed between respondents’ species identification quiz scores and the number of valid occurrence tips submitted. Participants aged 31–50 showed the highest engagement in conservation efforts. Notably, media campaigns significantly boosted public involvement, highlighting the importance of awareness-building in fostering biodiversity stewardship. Data collected through citizen science exhibited broader coverage and greater reporting regularity compared to records from the Nature Conservation Agency of the Czech Republic, underscoring the value of citizen contributions in shaping conservation strategies. Overall, this study illustrates the promise of citizen science as a scalable and impactful approach for monitoring and conserving threatened freshwater fish species.

Citizen science represents an important opportunity for school students to make real-world connections with science through context-based learning with the potential to increase their engagement, enjoyment and understanding of science. However, to date, citizen science has not experienced wide uptake in school settings and there is a paucity of information about its implementation in the classroom. Here we present a mixed-method approach investigating teachers' knowledge and use of citizen science in Australian classrooms. We explored teachers' experience and perceptions of citizen science, and opportunities and barriers to incorporate citizen science as an educational approach through an online questionnaire. Among the teachers surveyed, 45% (n = 295) had personally participated in citizen science outside of school and 41% (n = 283) had incorporated citizen science projects in classroom lessons. Teachers (45%, n = 295) reported participating in citizen science initiatives multiple times. Also, most projects that teachers were involved in (77%, n = 292) were related to ecological studies, such as species monitoring. Citizen science was reported to be a relatively new approach; used by teachers for less than a year on average. The main challenges included a lack of knowledge, time, confidence, and clarity regarding citizen science project alignment with the Australian curriculum. Additionally, 92% of respondents said they would be more encouraged to use citizen science in classrooms if projects were aligned to the curriculum. Identifying ways to increase teachers' openness to incorporate citizen science in their classrooms is crucial to its successful widespread, long-term, and meaningful implementation. Encouraging broader participation of teachers in citizen science based on their previous experiences could address their expectations and increase their confidence and feeling of ownership. These research findings suggest that meaningful and applicable citizen science programs could be co-created by addressing resource limitations and curriculum alignment challenges. Implementing solutions to these barriers is likely to contribute to the development of sustainable school-inclusive citizen science projects, with potential to positively impact science education in the long-term.

Wildlife observations submitted by volunteers through citizen science initiatives are increasingly used within research and policy. Ladybirds are popular and charismatic insects, with most species being relatively easy to identify from photographs. Therefore, they are considered an appropriate taxonomic group for engaging people through citizen science initiatives to contribute long-term and large-scale datasets for use in many different contexts. Building on the strengths of a mass participation citizen science survey on ladybirds in the United Kingdom, we have developed a mobile application for ladybird recording and identification across Europe. The main aims of the application are to: (1) compile distribution data for ladybird species throughout Europe, and use this to assess changes in distribution over time; (2) connect and engage people in nature and increase awareness about the diversity and ecological importance of ladybirds. In developing the application we first constructed a database including ladybird species from the United Kingdom, Czech Republic, Slovakia, Italy, Belgium, and Portugal with associated information on relevant morphological features (e.g., size, main color, pronotum pattern) to inform identification. Additionally, the species were assessed on the basis of probability of occurrence within each country which enables users to reduce the number of species to only those with relevance to the location of the recorder. This is amongst the first collaborative citizen science approaches aimed at involving participants across Europe in recording a group of insects. In the near future, we aim to expand the use of the application to all countries in Europe.

Volunteers’ contribution to research is growing, especially since the beginning of the 21st century. Given the constant increase of Citizen Science initiatives, recruiting strategies have to be planned properly. Retention is pivotal as well, especially when time is invested in volunteers’ training. However, practically no follow-up data are available on retention after major Citizen Science initiatives. CSMON-LIFE (Citizen Science MONitoring) was a 42-month project (2014–2017) funded by the European Commission in the framework of the LIFE+ programme (LIFE13 ENV/IT/842). It aimed at increasing awareness on Citizen Science among citizens, researchers, and decision makers in Italy. During CSMON-LIFE, recruitment was based on extensive awareness raising actions on different media. In total, 5558 volunteers were engaged in different field activities during the project and its follow-up. They gathered a total of 30062 geo-referenced observations, each with an image of the reported organism. Their activities were organized in campaigns, each devoted to a different topic. This study aims at investigating volunteers’ performance and retention in the funded period of CSMON-LIFE (December 2014–November 2017) and in its after-LIFE follow-up period (December 2017–November 2020), for a total of 72 months.

BackgroundUrban environments are increasingly recognized as important habitats for wildlife, yet information on how reptiles use urban environments remains scarce. The Aesculapian snake (Zamenis longissimus), a non-venomous colubrid widespread in Central Europe, is considered a habitat generalist with a frequent association with human settlements. However, data on its occurrence and ecology in metropolitan areas are limited. To address this gap, we implemented a citizen science initiative in Bratislava, Slovakia, aiming to document the distribution and habitat use of the Aesculapian snake and to evaluate the potential and limitations of citizen science for reptile monitoring in urban environments.ResultsBetween April 2019 and October 2022, a citizen science initiative was implemented to monitor the distribution and ecology of the Aesculapian snake in Bratislava, Slovakia. The project relied primarily on social media, which proved to be the most effective channel for data collection, complemented by direct e-mail submissions. Altogether, volunteers provided 588 verified records of the focal species, alongside 184 misidentified observations of other native reptiles, most frequently Natrix spp. Spatial analyses showed that most observations of the Aesculapian snake in Bratislava were concentrated in natural and semi-natural areas at lower elevations below 300 m a.s.l., with a few records above 500 m. Within these areas, snakes were most often reported from built-up and forested land cover, while agricultural land yielded comparatively few sightings. Seasonal patterns indicated a pronounced peak in spring and early summer, while diurnal activity was dominated by midday and afternoon observations. Specifically, the number of reports declined with increasing urbanization intensity but was higher in more densely populated areas, reflecting both ecological patterns and the availability of observers.ConclusionThis study delivers one of the most comprehensive datasets on the Aesculapian snake in an urban setting, highlighting its synanthropic behavior and frequent use of anthropogenic habitats. At the same time, the results underscore both the opportunities and inherent biases of citizen science, confirming its value as a complementary tool for monitoring reptile populations in metropolitan environments.Supplementary informationThe online version contains supplementary material available at 10.1186/s12862-025-02469-6.

Citizen science initiatives are projects that engage the general public in science research through active participation in data collection, observation, analysis, and/or design of research questions. They have experienced significant growth in recent years, driven in part by increased interconnectedness facilitated by the internet. While some projects simply seek to foster recreational engagement in the scientific enterprise, others contribute critical data to ongoing research projects and conservation efforts. One person making waves in the citizen science field is Professor Darlene Cavalier, Professor of Practice in the School for the Future of Innovation and Society at Arizona State University, founder of SciStarter, Science Cheerleaders, and cofounder of Expert and Citizen Assessment of Science and Technology (ECAST). SciStarter is an online platform that provides information about ongoing citizen science projects and hosts free training modules. MIT Science Policy Review spoke with Professor Cavalier to learn more about the impacts of citizen science initiatives, their ethical and policy considerations, and the trajectory and future of the field.

The accumulation of plastic litter in coastal environments has become an issue of high priority for policymakers around the globe, due to the potential hazardous effects to biota and human health, and the impact on ecosystem services and local economies. To develop effective mitigation measures, it is critical to acquire knowledge on the distribution and levels of plastic litter. However, in many regions, such as West Africa, the exact quantity of plastics reaching coastal areas is still poorly known. To address the data gaps in marine plastic litter distribution worldwide, citizen science programs are instrumental in complementing shoreline assessments, and are effective in increasing public awareness of plastic pollution. The Citizen Observation of Local Litter in coastal ECosysTems (COLLECT) project is a citizen science initiative which aims to acquire distribution and abundance data of coastal plastic debris in seven countries, in Africa (Benin, Cabo Verde, Côte d’Ivoire, Ghana, Morocco, Nigeria) and Asia (Malaysia). The project consists of training local students (15-18 years old) from secondary cycle institutions on sampling and analysing macro, meso and microplastic in beach sediments, using scientific procedures. The project also measured the impact of the citizen science intervention by assessing shifts in ocean literacy and pro-environmental behaviour, while simultaneously considering gender differences. The COLLECT project contributes to the United Nations’ Sustainable Development Goals by focusing on #11 the sustainability of communities and #14 the sustainable use of the ocean. Besides, the project relates to #3 the impact on good health and wellbeing and #5 gender equality, while #12 promoting a responsible disposal of consumer goods. COLLECT also reaches to the UN Ocean Decade challenges #1 understanding and beating marine pollution, #9 skills, knowledge and technology for all, and #10 change humanity’s relationship with the ocean. The results from COLLECT contribute to establishing baseline information on coastal plastic debris, with citizen science being an enabler of open science, allowing data to be freely available to the public, academics and policymakers. Results will further contribute to the identification of hotspots of plastic coastal litter, and bring awareness to local communities on the potential consequences of plastic pollution.

Science education that fosters scientific competency and engagement prepares students to become informed civic participants in modern society. Teaching strategies that encourage scientific engagement are especially important in rural settings, as these students are less likely to pursue scientific careers or use science in their everyday lives. To this aim, we implemented a citizen science approach in science education, an approach that enables K‐12 grade students to participate in locally relevant and authentic scientific research, in suburban and rural 5th and 9th–12th grade classrooms. While most citizen science education initiatives are led by experienced scientists, we recognized the additional level of learning that may arise from positioning undergraduate students as curricular designers of the citizen science classroom activities and partners for the classroom teachers. This study evaluates perceived changes in science engagement, science identity, and science competency that emerged as a result of participating in this citizen science initiative, both for the 5th and 9th–12th school students and the undergraduate instructors. Classroom teachers reported that students demonstrated an increased level of engagement with and excitement about science. The undergraduate instructors reported a renewed sense of confidence in their science abilities and a deepened sense of place in the science community. Finally, the educators involved in this project, both classroom K‐12 teachers and undergraduate higher education educators, observed the benefits of this model for connecting students at different points in their science learning journeys. In our discussion, we articulate the benefits and challenges of implementing a multilevel approach to citizen science education.