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Short Abstract

This study explores citizen science (CS) in Slovakia through surveys of 64 organisations and 78 schools. Low CS’s awareness and limited experiences highlight barriers like resource shortages. Findings advocate for strategies and partnerships to boost capacity and curriculum integration.

Abstract

Practical workshop for teachers:

The workshop will focus on designing teaching activities using citizen science methods, building on activities that teachers are already familiar with but that previously lacked meaningful outcomes, and transforming them into effective, curriculum-integrated projects. The transformation will also involve selecting appropriate digital applications for data collection, identifying suitable partners, and planning the next steps.

Introducing the survey study:

In an era of global challenges such as climate change and biodiversity loss, citizen science (CS) emerges as a powerful tool bridging public engagement and scientific research, transforming laypeople into active contributors to real discoveries. We conducted two national surveys targeting 64 CS project-providing organisations (62.5% male respondents) and 78 schools/teachers (90.5% female respondents).

The findings reveal a significant supply–demand contradiction rooted in an experience gap. Organisations demonstrate a practical, data-driven motivation, with 87.5% aiming to address specific environmental problems. Yet they consistently target students and pupils as their primary audience. This expert supply encounters a less-prepared system: 33.8% of teachers are unfamiliar with citizen science, and 50% of schools lack direct experience with CS projects.

Biodiversity dominates interest areas (75% in organisations, 85% in schools), with activities including mapping endangered and invasive species, monitoring ecosystems, and assessing human impacts. Data collection methods feature direct observation (80–90%) and photography (60–65%), using mainly tools like iNaturalist and PlantNet. Key barriers include time demands (75% schools), insufficient resources (60% both groups), and low motivation, while benefits include increased scientific and environmental awareness (90% schools), data acquisition from diverse sites, critical thinking development and practical skills in students.

The study found that the distribution of organisational CS activity is geographically uneven across Slovak regions. Future potential lies in collaboration, particularly in biodiversity and environmentalism. The study emphasises the need for trainings, funding, and stakeholder linkages to amplify CS's effective implementation.