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Short Abstract

Our contribution highlights student perspectives on citizen science in higher education. Drawing on our own project, Konstanz on AI, we reflect on opportunities and challenges for embedding citizen science into university systems and student-led projects.

Abstract

Citizen Science in higher education offers a unique approach to university teaching and research, yet the student perspective has so far often been underrepresented. In our project on the perception of artificial intelligence, we were able to move beyond the classroom and collaborate directly with citizens to co-produce knowledge. This shift from theory to practice was particularly enriching for us as students, as it allowed us to connect academic learning with lived everyday realities in the city we live in.

At the same time, several challenges became visible when conducting citizen science within a university setting. Institutional requirements such as rigid semester schedules, grading systems and dependence on funding limited the scope of what could realistically be achieved. The short timeframe of a semester encouraged surface-level work rather than deeper exploration. Furthermore, bureaucratic processes reduced flexibility, while we also experienced the tension between wishing for clear structures and valuing creative freedom.

Despite these difficulties, the project provided substantial learning experiences. We gained new insights into different social realities and saw the importance of creating open and low-threshold spaces for exchange. We also learned about the value of engaging with diverse perspectives and the role of openness in shaping collaborative research.

With our contribution we aim to provide insights to the roundtable on how student voices can broaden the understanding of best practices and guide the future integration of citizen science in academic settings.