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Article

Contribution to Sustainable Education: Co-Creation Citizen Science Project About Monitoring Species Distribution and Abundance on Rocky Shores

by
Ana Teresa Neves
1,*,
Diana Boaventura
1,2 and
Cecília Galvão
3,4
1
Escola Superior de Educação João de Deus, Centro de Investigação e Estudos João de Deus, 1269-094 Lisbon, Portugal
2
MARE—Marine and Environmental Sciences Center, ARNET—Aquatic Research Network, Faculdade de Ciências, Universidade de Lisboa, 1749-016 Lisbon, Portugal
3
Instituto de Educação, Universidade de Lisboa, 1649-013 Lisbon, Portugal
4
ISAMB—Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, Av. Professor Egas Moniz, 1649-028 Lisbon, Portugal
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(20), 9198; https://doi.org/10.3390/su17209198
Submission received: 19 August 2025 / Revised: 9 October 2025 / Accepted: 10 October 2025 / Published: 16 October 2025
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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Abstract

Citizen science is not only a participatory means of contributing to scientific knowledge but also an effective approach to addressing a wide range of societal challenges. Integrating citizen science with sustainability entails leveraging public engagement in scientific research to promote sustainable practices and advance the United Nations 2030 Agenda for Sustainable Development Goals (SDGs). The degree of public participation can influence the learning outcomes achieved. This study investigated the benefits and limitations of a co-creation citizen science approach implemented in a school context for monitoring species distribution on rocky shores, aligned with SDGs 4, 13, and 14. A mixed-methods design was applied, combining questionnaires administered to students (n = 100); participant observations of students, teachers, and researchers; and the analysis of observations submitted by one class (C2) to the iNaturalist platform. Students recorded 21 valid observations representing 13 different taxa, and developed skills such as critical thinking, problem-solving, collaboration, and interpersonal communication. They also recognised the potential of co-creation as a means of addressing scientific questions. However, teachers reported constraints in implementing the project, notably the breadth of the school curriculum and the lack of local support. This study reinforces the potential of co-creation citizen science projects to foster sustainable education.

1. Introduction

Sustainable education plays a crucial role in empowering students to address global challenges, such as climate change and biodiversity loss, through informed decision-making and responsible action. In 2015, the United Nations established 17 Sustainable Development Goals (SDGs) to promote sustainability and tackle a broad range of social, economic, and environmental issues [1]. This study focuses on SDG 4—Ensure inclusive and equitable quality education, SDG 13—Take urgent action to combat climate change and its impacts, and SDG 14—Conserve and sustainably use the oceans, seas and marine resources for sustainable development.
Several elements of the UN 2030 Agenda can be advanced through citizen science, including fostering participation, building partnerships, promoting education, encouraging sustainable living, and strengthening global citizenship [2,3]. Citizen science, defined as the active participation of the public in scientific research [4], has become a valuable tool for biodiversity monitoring and climate-related studies [5,6,7]. Projects may vary from contributory to collaborative to co-created, with the latter offering the greatest transformative potential by fostering mutual learning and shared ownership [7,8,9,10,11]. In educational contexts, citizen science has increasingly been integrated as a means of promoting sustainability skills and engaging students with real-world challenges [12,13,14,15].
Despite growing recognition of the educational potential of citizen science, the actual learning outcomes depend heavily on project design [14]. Co-creation approaches have been recommended to align scientific and educational goals and to ensure accessibility and inclusivity [15]. However, few studies have explored how co-creation citizen science projects can be systematically implemented in elementary schools, particularly in relation to marine and coastal ecosystems. Furthermore, practical challenges such as limited time, scarce resources, and lack of teacher training remain underexplored in empirical literature [16,17].
This study addresses this gap by examining the benefits and limitations of a co-creation citizen science project implemented in Portuguese elementary schools to monitor species distribution on rocky shores. By engaging students, in-service teachers, and researchers in a co-created design, the project contributes to both scientific knowledge and sustainability education, while responding to calls in the literature for greater integration of citizen science into formal school curricula. Thus, the study provides empirical evidence on how co-created approaches can foster scientific and transversal competences, align with Sustainable Development Goals 4, 13, and 14, and inform the design of future educational initiatives in marine ecosystems.

1.1. Literature Review

Citizen science is commonly defined as the participation of non-professional volunteers in scientific research—formulating questions, collecting or analysing data, and communicating results [18]. Moreover, the rapid diffusion of smartphones, online platforms and geographic information systems has further lowered barriers to public participation, enabling large-scale and long-term engagement in scientific projects [19].
Citizen science projects vary in terms of the level of public involvement. Three main types of citizen science can be identified: (1) Contributory, where scientists design the re-search and participants collect data following defined protocols; (2) Collaborative, where participants engage in multiple research activities, such as data analysis and interpretation, while scientists frame the research questions; and (3) Co-created, where participants are involved in all stages of the project, including the formulation of research questions [7]. To this typology, the category of Extreme Citizen Science has been added, characterised by a bottom-up approach that integrates local needs, traditions, and culture, with scientists acting as both experts and facilitators [8].
Traditionally, citizen science has been especially prevalent in biodiversity monitoring due to its capacity to facilitate large-scale data collection [6,11,18,19]. It is recognised as a valuable tool for increasing both the quantity and spatial/temporal coverage of data, enabling the establishment of long-term monitoring programmes and supporting research on climate change [20,21,22,23,24]. For example, more than 50% of GBIF (Global Biodiversity Information Facility) is gathered through citizen science projects [25].
Moreover, these projects engage a variety of stakeholders and serve as a powerful mechanism for promoting sustainable practices. Ballard et al. identified that citizen science projects foster a broad set of competences, ranging from scientific literacy, observation, and inquiry skills to transversal abilities such as collaboration, communication, and critical thinking [26]. Importantly, they also contribute to sustainability competences, including systems thinking, civic agency, and environmental responsibility. These findings align closely with the European GreenComp framework [27], which defines sustainability competences around four interrelated areas: embodying sustainability values, embracing complexity in systems, envisioning sustainable futures, and acting for sustainability.
In school settings, citizen science offers significant potential for science education, especially in increasing the scientific knowledge about the contents of the project and science skills, such as critical thinking, problem-solving, and teamwork [12,13,28,29].
Citizen science demonstrates full capacity for transdisciplinary integration, connecting natural, physical, and health sciences with the humanities and social sciences [30,31] and contributing directly to several of the United Nations Sustainable Development Goals [32,33]. As an educational tool, citizen science fosters collaboration between educators, scientists, and students [34] and creates opportunities to connect scientific learning with students’ everyday experiences while bridging diverse sectors of society [35]. Within schools, co-creation is particularly aligned with inquiry-based science education (IBSE), which promotes curiosity, problem-solving, and ownership of learning [36]. Recent evidence confirms the growing relevance of co-creation in school-based citizen science. In their systematic review, Solé et al. found that most school projects remain contributory in nature, with students primarily engaged in data collection. However, the authors highlight an emerging trend toward collaborative and co-created designs, which foster higher levels of student motivation, deeper scientific understanding, and stronger connections between classroom learning and socio-ecological challenges. These findings reinforce the argument that co-creation not only enhances ownership of learning but also positions citizen science as a transformative educational model that bridges curricula with real-world sustainability issues [37].
However, the educational impact of citizen science varies depending on the project. A key recommendation is to align learning objectives with citizen science goals during the planning stage, using co-creation approaches to ensure accessibility and inclusivity design [15].

1.2. Aim and Research Questions

This study explores the benefits and limitations of a co-creation citizen science approach implemented in schools to monitor species distribution on rocky shores. The following research questions guided the investigation.
  • What was the impact of the co-creation citizen science project on students’ scientific knowledge and skills development?
  • How did different stakeholders evaluate the implementation of the co-creation project?
This article is structured as follows: Section 2 describes the methodology, Section 3 presents the results, Section 4 discusses the findings, and Section 5 concludes with implications and limitations.

2. Materials and Methods

2.1. Participants and Procedure

The participants were 100 students of 4th grade (aged 9–10) belonging to 5 classes within 5 elementary schools (3 private schools and 2 public schools) from Lisbon, Faro, and Matosinhos region (Portugal) (Figure 1). These schools were selected for their proximity to the coast and because both students and in-service teachers had participated in a collaborative citizen science project on rocky shore species monitoring during the previous academic year.
This project adopted a co-creation approach, involving students, teachers, and researchers in all stages of the research process. It expanded upon a previous citizen science initiative and included the participation of one marine ecology researcher and three in-service teachers [17].
The co-creation approach unfolded in a sequence of structured activities. In the first stage, students engaged in a role-play exercise where they began to design the citizen science project by defining the participants, formulating research questions, and proposing methodological approaches. In the second stage, each class refined its project design and presented conclusions in a Zoom meeting with a marine researcher, who provided feedback on data collection procedures, the choice of target species, and methodological feasibility. Teachers’ pedagogical and scientific goals were also discussed during this session to ensure alignment between scientific accuracy and classroom objectives. The final activity consisted of a field trip to an intertidal zone in Portugal; however, only one class (C2) from Matosinhos was able to participate. During the trip, five student groups explored the rocky platform at low tide, searching for predetermined species. Observations were recorded in the iNaturalist platform—a widely used biodiversity citizen science database [38]—with at least one adult supervising each group. Submitted observations included photographs, date, geolocation, and, where possible, species identification. Following the researcher’s guidance, students also collected data on the density of mobile species and the percentage cover of sessile species within 20 × 20 cm quadrats. The field trip took place at Leça da Palmeira (Matosinhos) during low tide, following the student-designed protocol validated by the marine researcher.

2.2. Data Collection

To address the research questions, a mixed methodology was applied to combine elements of quantitative and qualitative research, integrating the benefits of both methods to have a better understanding of the research questions and enhance the credibility and reliability of data by comparing different sources, perspectives, or data collection techniques [39,40,41]. Quantitative data were collected through students’ and in-service teachers’ questionnaires, while qualitative insights were derived from observation grids and field notes. Ecological data were collected through student submissions on the iNaturalist platform. Findings from these different sources were triangulated to provide complementary perspectives on student outcomes, teacher perceptions, and project implementation. Data were collected through questionnaires to students (n = 100) and in-service teachers (n = 3); participant observation of students, in-service teachers and researchers; and the observations inserted by students in the iNaturalist app (https://www.inaturalist.org/posts/8889-inaturalist-app, accessed on 9 October 2025) (n = 21).
The students’ questionnaires were applied to assess the perceptions and evaluation of the students of the co-creation citizen science approach (Table S1). The questionnaire’s main section included (1) Satisfaction assessment, where participants rate their experiences with specific activities such as participating in and organising projects, working in groups, and learning sessions; (2) Activities feedback, which gathers opinions on specific tasks like project presentations, group discussions, and role-playing; (3) Agree/Disagree statements, which measure beliefs about the feasibility and benefits of citizen science projects; and (4) Reflections and Learnings, where participants share what they have learned and provide suggestions for structuring future citizen science initiatives. These questionnaires were anonymous, and the students were asked to use a code (i.e., the first and second letter of one of their parents’ names and their birthday number). The questionnaire was validated by science education researchers and then pilot-tested with 4th-grade students under conditions identical to the final application, using a think-aloud procedure to ensure clarity and content validity.
The questionnaires were completed in supervised classroom settings, which contributed to the reliability of responses. The Cronbach’s alpha (α = 0.782) indicates acceptable internal consistency for an exploratory instrument. Future studies with larger and more diverse samples are recommended to strengthen construct reliability and validity.
Moreover, the involvement of students, in-service teachers, and researchers in each activity was analysed through an observation grid during the study with the following categories: (1) Knowledge; (2) Communication; (3) Critical thinking; (4) Collaborative work; (5) Active engagement.
The data inserted by students in the platform were analysed according to the following criteria: (1) valid observation (with acceptable photo); (2) correct species identification; (3) image quality; and (4) number of observed taxa. Operational definitions: ‘valid observation’ = perceivable intertidal species; ‘image quality’ = focused, well-exposed photo.

2.3. Data Analysis

Descriptive statistics were applied to the questionnaire of students to portray the relative frequencies of each question [42]. To address common method bias (CMB), several procedural remedies were adopted during data collection, such as ensuring anonymity, clarifying that there were no right or wrong answers, and varying the item formats (Likert scales and yes/no questions). For students’ questionnaires, we conducted a post hoc Harman’s single-factor test, including all questionnaire items. The first factor accounted for 37.9% of the variance, which is below the 50% threshold commonly considered problematic. This result suggests that no single factor dominates the responses and that common method bias is unlikely to compromise the validity of the findings. In addition, descriptive statistics were also applied to data inserted by the students in the iNaturalist platform, in accordance with the data collection procedures described in Section 2.3.
To analyse the observation grid, we calculated the frequency distribution of the levels and identified the most frequently occurring level (the mode) as a measure of central tendency (Table S2). Observation grids included explicit descriptors for each level (1–4), reducing ambiguity in coding. While this provides reasonable assurance of coding reliability, we acknowledge the absence of a formal inter-rater coefficient (e.g., Cohen’s kappa) as a limitation. We acknowledge this as a limitation, while noting that detailed descriptors were designed to minimise ambiguity and enhance transparency.
For the field notes, content analysis was applied based on categories that emerged, aiming to support the study results. It was an iterative process of reading and re-reading the data, selecting, coding (data reduction) and displaying it into categories [43]. No formal coding procedure was applied, which we acknowledge as a limitation.

3. Results

The findings are presented below in individual sections.

3.1. Impact of the Co-Creation Citizen Science Project on the Scientific Knowledge and Skills Development

Analysis of the observations submitted by class C2 to the iNaturalist platform revealed that students registered 21 valid observations, all accompanied by high-quality photographs. Of these, 20 were correctly identified by the students (95.2%, 95% CI: 77.3–99.2%). In total, 13 different taxa were recorded, with the most frequently observed being Sabellaria alveolata (19.0%), Patella sp. (14.2%), Chthamalus sp. (9.5%), Corallina sp. (9.5%), and Mytilus sp. (9.5%). The marine researcher validated identifications. All 21 valid observations were submitted by students from class C2. This limitation is acknowledged and further discussed in Section 6.
Figure 2 presents the mean percentage cover of sessile species across five sampling areas (20 × 20 cm quadrats). Chthamalus sp. and Mytilus sp. exhibited the highest coverage, each reaching approximately 30%. The Phylum chlorophyta also showed notable coverage (20%), while Sabellaria alveolata and Fucus sp. registered less than 10%.
These patterns indicate that students were able to accurately recognise dominant sessile species typical of mid-intertidal habitats, confirming the ecological validity of their observations. The predominance of Chthamalus sp. and Mytilus sp. reflects the expected zonation pattern on rocky shores of the Portuguese coast.
Field note analysis indicated that most students remembered the presentation delivered by a previous fourth-grade class in the prior school year (Field Notes, R14), demonstrating continuity in learning and sustained engagement. Students exhibited:
“A solid understanding of the issue of climate change and recognition of the relevance of citizen science projects for studying its effects on the rocky intertidal ecosystem. They followed the explanations attentively, grasped the concepts related to the greenhouse effect and carbon dioxide emissions into the atmosphere, and engaged critically when questioned, contributing with thoughtful and pertinent questions. Furthermore, they demonstrated awareness of the primary causes of climate change and its ecological consequences for the intertidal zone. They also understood the concept of citizen science and its importance in monitoring and assessing the impacts of climate change on local biodiversity” (Field Notes, R15).
During activities, students collaborated effectively. Observations noted that “Groups understood the tasks, worked cohesively, and discussed how to structure a citizen science project.” (Field Notes, R16). Each group produced realistic project reports, addressing essential components and identifying relevant stakeholders (Field Notes, R17).
Observation grid results (Table S2) indicated a good level of content comprehension (mode = 3) and consistent scientific reasoning (mode = 3). Oral communication was generally accurate and scientifically sound (mode = 3–4), with students able to pose relevant questions (mode = 3). Collaborative work was strong, with balanced participation across groups (mode = 4). Engagement levels were high, and students displayed curiosity toward the observed phenomena (mode = 4).

3.2. Implementation of a Co-Creation Project

Student satisfaction with various aspects of the project was also high: 69% (95% CI: 59.4–77.2%) reported being very satisfied with their overall participation, 49% (95% CI: 39.4–58.7%) with organising the project, and 56% (95% CI: 46.2–65.3%) with group work.
Regarding specific activities (Question 2), the climate change and citizen science presentation was the most highly rated, with 66% “very satisfied.” Role-play activities generated strong engagement, with 52% “very satisfied” when researching their character and 43% when writing the character report. Group presentations and discussions were also well received (51% and 48% “very satisfied,” respectively) (Table 1). Overall, the high satisfaction levels across all project activities suggest that co-creation enhanced student motivation and engagement, key predictors of learning success in sustainability education.
Students’ attitudes toward citizen science (Question 3) were overwhelmingly positive. Table 2 reports the percentage of students who answered “Yes” (agreement) to each statement, compared with those who answered “No.”. Most agreed (95%) that citizen science should involve collaboration between governance, scientists, and schools, and that participation enhanced their understanding of the intertidal zone (95% CI: 88.8–97.8%). Moreover, 94% (95% CI: 87.5–97.2%) agreed that it is important for students to be able to plan, develop, and implement a citizen-science project and work collaboratively is important for developing a citizen science project.
For knowledge-related statements (Question 4), 84% agreed that citizen science entails participation in scientific research, 91% identified an appropriate app for species recording, and 85% acknowledged the effects of climate change on marine ecosystems. In Question 4.2, 89% recognised the importance of school–science collaboration in studying climate change, and 91% valued using apps to document species on the beach.
In the open-ended question on project design (Question 5), 35% of students stated they would consult a researcher, 25% would consult their teacher, and 21% would involve the city hall. Practical suggestions included gathering necessary materials (29%) and visiting the beach to record species using a tablet (43%).
Table 1 and Table 2 are complemented by Supplementary Table S1, which provides the complete questionnaire and response options.
Field notes confirmed that students viewed researchers, the school community, and local government as key stakeholders in project design. Teacher responses highlighted implementation constraints, particularly the extensive school curriculum and limited institutional support:
“In addition to a lack of time, due to the extensive programme, there is also insufficient community support, particularly from local authorities, for transport and field trips.” (T1)
Another teacher noted:
“Advantages: the field trip, with direct contact and species identification in the intertidal zone. Limitations: difficulty identifying some species.” (T2)
The teacher also highlighted that the researcher’s involvement throughout the project was essential for both the teacher and the students to understand their roles and stay motivated.
Collectively, these results demonstrate measurable contributions to SDG 4 (quality education) and SDG 14 (life below water), by promoting ocean literacy and active student engagement in authentic scientific practices.

4. Discussion

The findings of this study highlight the strong educational potential of a co-creation citizen science approach in elementary school, particularly for enhancing scientific knowledge and fostering key transversal skills.
The 21 valid observations submitted by class C2 to the iNaturalist platform demonstrated a high degree of accuracy in species identification, indicating that students were able to apply theoretical knowledge in authentic, real-world contexts. The correct identification of taxa such as Sabellaria alveolata and Patella sp. suggests that the project effectively reinforced taxonomic knowledge and ecological awareness. Moreover, students’ capacity to quantify species abundance and estimate percentage cover in the field demonstrates the acquisition of procedural and analytical competencies, consistent with previous findings from similar initiatives [12,28,44].
Participant observation and data from the observation grids further confirmed that students could integrate and articulate scientific concepts using appropriate terminology [15,44]. Communication skills were strengthened, with students displaying coherent reasoning and constructive interaction during group activities. This supports existing evidence that authentic engagement in the scientific process fosters a sense of ownership, agency, and curiosity [45]. The observed curiosity and willingness to contribute ideas throughout the project are particularly relevant, as these dispositions are known predictors of sustained interest in science [4,14].
The co-creation approach provided opportunities for meaningful participation, enabling students to connect scientific content with their lived experiences. This finding suggests that authentic engagement can extend beyond school settings, and future studies should explore its application in broader community-based citizen science projects
Regarding project implementation, results indicate that students recognised not only the importance of citizen science but also their ability to participate actively in the design and development of such initiatives. This aligns with Bonney et al.’s [7] typology, which positions co-created projects as catalysts for deeper engagement and inquiry-based learning. Similarly to previous findings, higher levels of participation were associated with gains in content knowledge, inquiry skills, and motivation [14,46].
The project also fostered competences aligned with the European Union Green Comp framework, particularly systems thinking, critical thinking, and collaborative problem-solving. This demonstrates how citizen science initiatives in schools can contribute to developing sustainability competences in line with European policy goals [27].
Despite these benefits, structural barriers limited the full realisation of the co-creation approach. Teachers cited the overloaded curriculum and insufficient support from local authorities, especially for fieldwork logistics, as significant constraints. These challenges underscore the need for stronger partnerships between schools, researchers, and local institutions to ensure the feasibility and sustainability of educational citizen science projects.
Our findings can be contrasted with Cebrián et al., who proposed School Climate Assemblies as tools for empowering pupils in sustainability action [47]. We suggest that similar assemblies could be adapted to the intertidal zone context, engaging students in democratic decision-making and action strategies linked to local ecosystems.
This study also illustrates how co-creation citizen science projects can contribute to multiple SDGs. By participating in genuine research, students developed scientific literacy and transversal competences aligned with SDG 4 (Quality Education). Monitoring species impacted by climate change addressed the objectives of SDG 13 (Climate Action) and SDG 14 (Life Below Water). To strengthen the sustainability framing of the study, we developed a concise theory-of-change mapping project, resources and activities to outputs and outcomes aligned with SDG 4, and plausible contributions to SDG 13 and 14. Table 3 provides a descriptive alignment.
This work builds on prior educational uses of iNaturalist [48] and, to our knowledge, represents one of the first applications of iNaturalist in elementary schools for monitoring coastal ecosystems. Ultimately, engaging students and the wider school community in authentic research experiences not only supports the acquisition of scientific knowledge but also empowers them to take informed, democratic action in their local contexts. This approach promotes critical thinking, civic responsibility, and a deeper understanding of socio-scientific issues—essential foundations for the development of active, responsible citizens.

5. Conclusions

This study demonstrates that the co-creation approach in citizen science projects has significant potential to balance scientific and educational objectives in school settings. By actively involving students in all stages of the research process—from project planning to data collection—the initiative fostered the development of scientific knowledge alongside transversal skills such as critical thinking, collaboration, and communication.
Teachers successfully integrated the project into their teaching practice, although constraints emerged, particularly the demands of an extensive curriculum and the lack of external institutional support. These findings suggest that, for co-creation citizen science projects to be fully effective, schools require sustained backing from local authorities and scientific institutions to overcome logistical and structural barriers.
Engaging students and the broader educational community in authentic research not only promotes scientific literacy but also empowers young people to take meaningful action on sustainability challenges. However, despite its promise, there is still a lack of empirical studies exploring the full potential and limitations of the co-creation approach in education.
Future research should prioritise the long-term implementation of co-creation projects that address educational, scientific, and community needs through an investigative and participatory approach. Establishing long-term monitoring programmes to assess climate change impacts on specific ecosystems within schools demands continuous collaboration across the entire educational community. Early and sustained partnerships between scientists, students, and teachers may also help reduce scepticism regarding the validity of citizen science data.
Based on these findings, teachers are encouraged to integrate co-creation citizen science approaches into inquiry-based classroom activities. Indeed, researchers should further investigate the scalability and long-term impacts of such projects and policymakers could support initiatives that embed citizen science into school curricula as a way to strengthen sustainability education and foster competences aligned with the Sustainable Development Goals.

6. Limitations of the Study

Several limitations should be acknowledged. The ecological data were collected by only one class during the field trip, which constrains the generalisability of the scientific outcomes. Practical constraints such as limited curricular time, scarce resources, and disruptions caused by the COVID-19 pandemic also influenced implementation. The student questionnaire did not include formal attention checks and demographic data were not collected, restricting sample characterisation. Reliability was assessed globally (α = 0.782) without construct-level analyses, and qualitative data were analysed descriptively rather than through formal coding. Finally, common method bias was examined only through Harman’s single-factor test, and future studies could apply more robust approaches.

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/su17209198/s1, Table S1: Observation grids title; Table S2: Students’ questionnaires.

Author Contributions

Conceptualisation, A.T.N., D.B. and C.G.; Methodology, A.T.N.; Validation, A.T.N., D.B. and C.G.; Investigation, A.T.N.; Writing—Original Draft Preparation, A.T.N.; Writing—Review and Editing, D.B. and C.G.; Supervision, D.B. and C.G. All authors have read and agreed to the published version of the manuscript.

Funding

This research was supported by Fundação para a Ciência e a Tecnologia (FCT) through project UID/04292/2023 awarded to MARE and project LA/P/0069/2020 granted to the Associate Laboratory ARNET. Additional support was provided by FCT under the Doctoral Grant SFRH/BD/138527/2018.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board of Instituto de Educação—Universidade de Lisboa [Approval code: 328, Approval date: 16 September 2019].

Informed Consent Statement

Written informed consent was obtained from all participants involved in the study. Consent was also obtained from the legal guardians of minors for participation and for the publication of any potentially identifiable data or images. Prior to fieldwork, a child-safety briefing and a site-specific risk assessment were conducted and approved by the school leadership. All activities took place under low-tide conditions with a 1:4–5 adult-to-student ratio and explicit safety rules.

Data Availability Statement

The original contributions presented in this study are included in the article/Supplementary Materials. Further inquiries can be directed to the corresponding author.

Acknowledgments

The authors wish to thank all participating schools, teachers, and researchers for their collaboration and support.

Conflicts of Interest

The authors declare no conflicts of interest. The funders had no role in the design of the study; in the collection, analysis, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

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Figure 1. Map of Portugal highlighting the regions where the participating schools are located and the corresponding coastal study areas (Matosinhos, Lisbon, and Faro). The circles represent the approximate locations of both schools and study sites.
Figure 1. Map of Portugal highlighting the regions where the participating schools are located and the corresponding coastal study areas (Matosinhos, Lisbon, and Faro). The circles represent the approximate locations of both schools and study sites.
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Figure 2. Percent cover (%) of sessile taxa recorded using five 20 × 20 cm quadrats (n = 5) at Leça da Palmeira (Matosinhos). Error bars represent standard errors across quadrats.
Figure 2. Percent cover (%) of sessile taxa recorded using five 20 × 20 cm quadrats (n = 5) at Leça da Palmeira (Matosinhos). Error bars represent standard errors across quadrats.
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Table 1. Percentage of students’ satisfaction during the project activities (n = 100).
Table 1. Percentage of students’ satisfaction during the project activities (n = 100).
Very DissatisfiedDissatisfiedSatisfiedVery Satisfied
Question 1Participating in the project 0.03.028.069.0
Organising a citizen science project1.05.045.049.0
Working in pairs or groups4.08.032.056.0
Question 2Presentation of the project website1.014.036.049.0
PowerPoint presentation about climate change and citizen science1.09.024.066.0
Answering the question in groups6.07.036.051.0
Researching my character4.015.029.052.0
Writing the report for my character1.014.042.043.0
Presenting the group report to the class1.012.036.051.0
Discussing the different strategies presented2.010.040.048.0
Working in groups5.08.022.065.0
Deciding on how to develop the citizen science project0.09.033.058.0
Table 2. Percentage of students’ statement agreement (n = 100).
Table 2. Percentage of students’ statement agreement (n = 100).
Question 3Percentage of Agreement
Citizen science projects can only be designed by scientists.10.0
Elementary students can only participate in contributory projects.32.0
The governance sphere should collaborate on citizen science projects. 95.0
The elementary students should be able to plan, develop and implement a citizen science project. 94.0
Participating in a citizen science project about monitoring the species in the intertidal zone helps me understand and learn more about this topic.95.0
Scientists can involve schools in their research projects.95.0
To solve socioscientific issues it is important to work collaboratively with the scientific community.87.0
Working collaboratively is important for developing a citizen science project. 94.0
Schools should develop citizen science projects.82.0
I should contact scientists to help me design a citizen science project. 85.0
The main objective of a citizen science project is to help scientists.58.0
The most important goal of a citizen science project is to work in collaboration with scientists.63.0
Table 3. Alignment of project activities with SDGs 4, 13 and 14.
Table 3. Alignment of project activities with SDGs 4, 13 and 14.
Inputs and ActivitiesOutputsOutcomes (SDG 4)Contributions to SDG 13 Contributions to SDG 14
Co-creation activities Student-designed protocol; classroom discussionsCollaboration, inquiry skills, and ownership of learningAwareness of climate issues in the intertidal zoneUnderstanding local marine ecosystems
Field trip 21 valid observations of 13 taxa; high ID accuracyScientific knowledge, scientific observation skillsExperience of climate impacts on species distributionsBiodiversity data (sessile and mobile taxa)
Questionnaires and participant observationStudent perceptions; teacher feedbackCritical thinking, self-efficacy, civic responsibilityEngagement with climate change educationRecognition of biodiversity value and the need for conservation
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Neves, A.T.; Boaventura, D.; Galvão, C. Contribution to Sustainable Education: Co-Creation Citizen Science Project About Monitoring Species Distribution and Abundance on Rocky Shores. Sustainability 2025, 17, 9198. https://doi.org/10.3390/su17209198

AMA Style

Neves AT, Boaventura D, Galvão C. Contribution to Sustainable Education: Co-Creation Citizen Science Project About Monitoring Species Distribution and Abundance on Rocky Shores. Sustainability. 2025; 17(20):9198. https://doi.org/10.3390/su17209198

Chicago/Turabian Style

Neves, Ana Teresa, Diana Boaventura, and Cecília Galvão. 2025. "Contribution to Sustainable Education: Co-Creation Citizen Science Project About Monitoring Species Distribution and Abundance on Rocky Shores" Sustainability 17, no. 20: 9198. https://doi.org/10.3390/su17209198

APA Style

Neves, A. T., Boaventura, D., & Galvão, C. (2025). Contribution to Sustainable Education: Co-Creation Citizen Science Project About Monitoring Species Distribution and Abundance on Rocky Shores. Sustainability, 17(20), 9198. https://doi.org/10.3390/su17209198

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