STEP CHANGE (Science Transformation in EuroPe through Citizens involvement in HeAlth, coNservation and enerGy rEsearch) replies to the H2020 Topic SwafS 27 on “Hands-on citizen science and frugal innovation”, Sub-topic A, citizen science. The project, coordinated by the University of Primorska, is based on the assumption that citizen science (CS) can play an even broader societal and scientific role than it is generally acknowledged, particularly in those critical fields of research (like Energy, Health and the Environment) where human and non-human factors are deeply entangled. In these areas, a set of highly-contested, socially relevant research fields is emerging where CS can play a pivotal role by making science more socially robust, inclusive and democratic while strengthening the capacity of scientific investigation over emerging phenomena that cannot be easily caught within narrow disciplinary boundaries. Then, STEP CHANGE was designed to contribute to making the most of CS potentialities, while at the same time identifying, analysing, and tackling such limitations and risks. In this regard, STEP-CHANGE is based on the implementation of five Citizen Science Initiatives (CSIs) in the areas of Energy, Environment, Health and Infectious Diseases, through the participatory and self-reflexive analysis and evaluation of their collaborative research processes, scientific outcomes and societal impacts. The CSIs regard: 1) wildlife conservation in Slovenia (UP); 2) non-alcoholic fatty liver disease in the UK (TGI, NIHR and OUXF); 3); energy communities in Germany (WECF); 4) infectious disease outbreak preparedness in Italy (UNITOV); 5) off-grid renewable energy in agriculture in Uganda (ARUWE). Horizontal activities are also foreseen: Scoping process (SfC), Participatory evaluation (K&I, AU), Mutual learning and training (ZSI), Stocktaking (ECSA) and Communication (EUSEA). The consortium is geographically balanced and formed by 13 partners, from 7 European countries and Uganda.

The SUSTAIN project contributes to the challenges, cities and regions throughout Europe face by developing education innovation that surpasses school boundaries and rigid curricula. The project develops innovative, state-of-the-art learning practices to empower pupils and teachers to engage with real-life challenges: challenges that require them to think for themselves, step out of the classroom and connect to professional networks that serve sustainable development in their region. The project strives to: • Spark dialogues on sustainable landscapes between secondary schools, universities and other educational providers, to articulate a sense of urgency for regional sustainable development goals; • Champion the importance of regional bottom-up so-called STEM learning ecosystems to formal and informal education providers, identify key actors and set a shared regional science education agenda, • Deeply engage pupils and their caregivers in three countries with hands-on citizen science work, thus stimulating critical thinking and raising interest in STEM learning and work; • Equip school teachers with the skills to bring together formal and informal learning for citizen science, through a comprehensive professional development programme; • Commit to incremental growth in the excellence of the above initiatives and networks, and build capacity to improve science education through a tailored evaluation, monitoring and peer-learning programme; • Identify good online and offline practices on science education and/or citizen science and disseminate them at regional, national and international scales. Twelve partners, being four universities, six schools, one local stakeholder together with European Science Engagement networks, formed together the SUSTAIN consortium. This consortium actively built STEM learning ecosystems on sustainable landscapes, both at the European level as regionally in the three countries (Spain, Cyprus, and the Netherlands). These interdisciplinary ecosystems consist of secondary school teachers, scientists working in the field of sustainable landscapes, and providers of science education and communication. Geographically, the project has a pan-European perspective, with a regional focus on the Northern Netherlands, the region of Valencia, Spain and Cyprus. Together, the consortium developed three online modules that increase awareness of the urgency to contribute to the local environment. Each module focuses on a specific topic, such as biodiversity and food web structure, water management and bird migration. All modules are based on a regional challenge, such as decreasing meadow bird population (Netherlands), falling water levels (Spain) and illegal bird trapping for consumption (Cyprus). Included in the three online modules are materials on academic skills to foster critical thinking (as essential 21st century skills) by secondary school pupils, and webinars to support the teachers while running the modules. With these modules, pupils learn to analyse complex social relevant topics as sustainable landscapes, develop a critical attitude and form their own opinions. In addition, they met role models and learned to appreciate the role of science in society. Based on their experience, the consortium wrote a roadmap on setting up a STEM learning ecosystem on sustainable landscapes. The consortium, together with the NUCLEUS project and members of the EUSEA network, co-created an online platform that showcases a number of recommended formats of activities designed to encourage participatory science engagement, showing a range of possibilities and some practical examples, which can be implemented by teachers across Europe. The platform also offers an overview of valuable toolkits and good reads related to science communication and public engagement. This platform turns out to be a lively and active platform that will keep on developing - both with off- and online interactive formats.

The vision of Our Space Our Future (OurSpace) is a society that enables and empowers all students, regardless of gender, ethnicity, disability or socio-economic background, to consider a career related to space science as a relevant, attainable and exciting aspiration for their future. The space industry in Europe is strong and growing, offering innovative services and providing huge benefits across science, the economy, government and society . The space industry meets societal challenges, provides jobs and supports industrial growth and the standards of excellence within industry and research reinforces Europe as an autonomous, global leader in the sector. The OurSpace rationale is based on emphasis of these positive effects of STEM choices, not only for employment and the economy, but also the wider benefits of STEM and space science education for technical and intellectual progress, and on the wider skills and knowledge base of the public. Each of the consortium partners brings a unique breadth of experience and skills in space communication, stakeholder engagement, policy advice and direct experience of working with schools and families. The OurSpace project will design and run sustainable education and outreach activities, and take these out into communities, ensuring that underserved audiences are embraced and integrated into the project. OurSpace will engage over 60,000 people across the programme, with a longitudinal evaluation study that explores improved scientific literacy, interest and confidence in space science themes and assesses the impact on space-related and STEM choices and career aspirations of 5,000 directly-participating students across 4 delivery countries.