Raising public awareness of socio-ecological issues is gradually producing positive results (Rousseau and Deschacht, 2020). The mass media have repeatedly warned of the snowball effect of a lack of environmental literacy, emphasising the need for pedagogical approaches that engage students with real-world ecological issues that are relevant to them (Thevenin, 2022). Moving from awareness to action means overcoming several hurdles beyond traditional one-way communication. This includes the use of pedagogical strategies to find motivational triggers (Lotfian et al., 2020) and guide learners towards progressive engagement and appropriation within a given experience. However, until the renaissance of citizen science, largely due to technological advances and the momentum of the open science movement, research has had a limited reach, often limited in scope, frequently constrained by targeted funding that supports only a few initiatives (Lukyanenko et al., 2020). We propose an open pedagogical model, the HUMETAV model, to promote the civic engagement of young people in socio-ecological issues that affect local communities. HUMETAV (Hub Urbano como Modelo de Emprendimiento Tecnocreativo sobre el Avance y lo Vivo) is the Spanish acronym for Urban Hub Model of Technocreative Entrepreneurship for Life and Advancement (Sanabria-Zepeda and Santana Castellon, 2022).

The HUMETAV model is a technocreative approach that aims to empower young people, especially higher education students, to raise awareness and promote the integration of nature into urban environments through applied research with a social focus. In contrast to top-down approaches to environmental education that passively transfer knowledge, the HUMETAV model seeks to actively empower participants to become co-creators and problem-solvers from a bottom-up perspective (Heimlich and Ardoin, 2008; Wals and Kieft, 2010). From this standpoint, HUMETAV is first and foremost a transformative pedagogical strategy that transcends conventional information dissemination to achieve meaningful engagement (Stern et al., 2013). This model has its conceptual origins in the Industrial Design programme of the Tecnologico de Monterrey, in collaboration with the Museum of Environmental Sciences (MCA) of the University of Guadalajara. The Museum’s mission is to “understand the city and inspire the conservation of nature that sustains it” and its purpose is to “catalyse social and ecological processes for the benefit of its community” (Santana Castellón, 2022; Del Castillo, 2023; MCA website: https://museodecienciasambientales.org.mx/en). With its novel mission and purpose statements, the MCA has filled a new niche on the role of museums in promoting UN-HABITAT’s New Urban Agenda [UdeG (Universidad de Guadalajara), 2022]. The HUMETAV model and the MCA coincide in their efforts to engage young people in understanding and acting on socio-ecological issues.

The conceptualisation of the model emerged during the design and delivery of an online workshop that followed a technocreative process underpinned by Transition Design (TD), an approach to addressing ‘wicked’ problems (Kossoff and Irwin, 2021). TD is defined as an emerging approach that aims to address complex problems and catalyse societal transitions towards a more sustainable future. It emphasises cross-sectoral collaboration, advocates multi-scale solutions (region, city, neighbourhood, household) and focuses on creating lifestyle-based visions of the future (Kossoff and Irwin, 2021). TD is based on a deep and long-term vision and the design of solutions that involve community participation and co-creation, adapting to both local and global needs. In addition, TD encourages prototyping and experimentation, fostering new narratives and more just and regenerative ways of living (Irwin, 2015). Figure 1 is a visual representation of the HUMETAV model and its components.

Figure 1 shows the interacting elements of the HUMETAV model. The overall view of the model is inspired by the corona effect of a drop of water, indicating the bottom-up flow from the problem to the solution. At its centre, the biosphere represents the Museum of Environmental Sciences, which provides the thematic and physical context around which wicked problems are studied. Five spheres float around the museum, implicitly symbolising the pillars of sustainability (Purvis et al., 2018) and representing the five helixes of innovation (Carayannis et al., 2012). The flow of the model is bottom-up, starting with the context and/or needs associated with the wicked problems to be targeted, represented by the red arrows. Wicked problems are addressed through three stages, represented by succesive rings. The first represents TD, which ranges from mapping the problems and their stakeholders to designing the future and systemic interventions. This process leads to the ideation of potential projects of social benefit that partially address the needs identified in the wicked problems related to the mission and purpose of the Museum of Environmental Sciences. The second represents the thematic frameworks, which correspond to the focus of each workshop and allow for the adaptation and support of the content to be developed by the participants. The third ring, the prototyping of ideas, centres on the creative process and its translation into workshop outcomes. Moving through the rings involves close interaction with the spheres of innovation and sustainability. The final process of the model that consolidates the social projects is shown by the arrows at the top. This is where results become visible through technocreative approaches, leading to entrepreneurial initiatives that empower citizens.

Through workshops and collaborative processes, the HUMETAV model seeks to generate practical solutions to complex problems related to sustainability and community wellbeing in urban environments developed in Mexico, specifically in the immediate vicinity of the museum, but which could be extrapolated to other contexts (Sanabria-Zepeda and Santana Castellon, 2022). Some of the problems identified on the basis of the analysis carried out with the HUMETAV model turn out to be complex problems that require a systemic vision, such as solid waste management, air quality in the area, transport and public mobility problems, among others.

The consortium has recently applied the HUMETAV model in the production of the HUMETAV — Citizen Science (CS) workshop, piloted in partnership with the European Citizen Science Academy. This experience is a source of refinement of the model’s characteristics for future replication. The HUMETAV model has been configured to incorporate citizen science as a tool in educational practice, to motivate students and teachers to participate in the identification of socio-ecological problems relevant to them in their immediate environment, and to motivate action based on the design of citizen science project proposals through the HUMETAV–CS educational workshop.

The momentum of citizen science has democratised the ideal of turning ordinary people into amateur scientists through voluntary, open projects. Unlike traditional research, it allows participants to progressively engage in researcher-style activities, from data collection to interpretation, problem diagnosis (Urválková and Janoušková, 2019), analysis, and finally collaborative publication of results (Turnhout and Ganzevoort, 2023). Thanks to the widespread availability of technology, citizen science can now achieve tremendous reach in participant recruitment and generation of multi-regional databases (Brenton et al., 2018). Furthermore, the boom in the education sector using citizen science in curricular activities has proven to be an effective mechanism for student engagement and co-creation of knowledge, leading to increased dissemination of scientific research (Pizzolato and Tsuji, 2022). Participation in citizen science can be categorised using the conceptual framework of “levels” or “ladders” of participation, with the highest degree being when citizens control all stages of the scientific process, known as ‘participant-led research’ (Haklay, 2018; Vayena and Tasioulas, 2015; Vayena et al., 2015; Sanabria-Z et al., 2022). In some cases, the level and duration of participants’ involvement in citizen science projects is rather superficial and may not assess their competence development (Land-Zandstra et al., 2021). Taking these issues into account, the present study sought to engage participants, namely researchers, teachers and students, in co-creative collaboration at different stages of the HUMETAV model design and its local implementation, with the aim of promoting socio-ecological awareness among young people.

With a focus on collaborative workshop production, the HUMETAV model aims to generate practical solutions to complex problems of sustainability and community well-being in urban environments. Compared to urban sustainability approaches that rely on expert-driven planning, the HUMETAV model embeds a multi-helix innovation framework that directly engages educational institutions and local communities in the collaborative development of context-specific solutions (United Nations Human Settlements Programme, 2017; Friedmann, 2010). In this way, the approach transforms urban problem-solving from a prescriptive process to a dynamic and participatory innovation ecosystem (Carayannis et al., 2012; Trencher et al., 2014).

This study addresses this issue by designing and testing a citizen science education workshop based on the HUMETAV model, and reporting on its design and evaluation process. The design methodology for building the workshop followed the five stages of Buchanan’s Design Process and Practice (Dubberly, 2004), leading from the conceptual model to the development and testing of the HUMETAV model. The discussion section of this paper presents the findings in line with the literature and the conclusion addresses implications, limitations and future studies. Designing citizen science projects that focus on developing participants’ thinking involves more than just considering the expected level of participation from the outset, i.e., approaching projects from a participant design perspective. The research question is: How does the HUMETAV model provide an effective framework for developing an educational strategy that promotes the holistic development of socio-ecological citizen science projects, ensuring both the integral development of participants and the consideration of their context?

Design thinking methodologies have proven to be valuable in a number of fields of study. It is a paradigm that allows complex problems to be tackled by combining theories and models from different disciplines, and is applicable in many fields, including educational research (Heiner et al., 2023; Díaz-Lauzurica and Moreno-Salinas, 2023). Their emphasis on empathy and iterative prototyping has been instrumental in product development and user experience design. Similarly, their divergent and convergent processes have successfully guided service design and strategic innovation projects. These methodologies can help conceptualise, develop and test an educational workshop to address socio-environmental challenges through the design of citizen science projects, harnessing the power of design principles to connect theoretical knowledge with practical solutions that have a meaningful impact (Irwin, 2015). Therefore, we aimed to address the following research streams around the HUMETAV concept: retrospectively analyse the process and outcomes of the HUMETAV—Transition Design (TD) workshop in 2020 and from the lessons learned, conceptualise the HUMETAV. In this study, its visual representation is presented and thus applied in the design and testing of the HUMETAV-CS workshop. Figure 2 shows in concrete terms the stages followed in the development of this proposal.

For the purposes of this study, Buchanan’s Design Process and Practice (Dubberly, 2004) was chosen as the guiding methodology because it provides a structured approach that can be instrumental in the design, development and testing of an educational workshop course for the development of citizen science proposals. The foundation stage sets out the vision and moves on to four stages of analysis and design proposal: brief, conception, realisation, and delivery. The approach combines strategic planning with practical development, with an emphasis on iterative prototyping and testing to refine potential solutions. This ensures the creation of viable products, based on research and user feedback, resulting in a documented and tested prototype. Definitions of each stage are given below.

Four stages will drive the creative process:

The results of the process of applying the HUMETAV model to the design and delivery of the HUMETAV-CS workshop are described following Buchanan’s methodology. Five tables summarising the results are presented below. An extended version of the tables can be accessed via this link to an open platform: https://doi.org/10.5281/zenodo.13896230.

Figure 3 shows the approach to developing the HUMETAV–CS workshop based on the HUMETAV model through the stages of Buchanan’s Design Process and Practice methodology (Dubberly, 2004). The elements that were set as milestones to be developed throughout the design process and ultimately reported as outcomes.

Looking at Figure 3, at the top is Stage 0, Vision and Strategy, which refers to the previous tasks carried out before starting Stages 1 to 4 as defined in Buchanan’s Design Process and Practice methodology.

Looking at the stages derived from Buchanan’s Design and Practice Process methodology, which guided the application of the HUMETAV model in the creation of the HUMETAV-CS workshop, similarities with project management methodologies can be seen. Buchanan (1992) argues that design is a process of ‘placements’ involving recursive refinement of understanding and solutions, which has significant parallels with modern iterative approaches to project management. Project management methodologies and Buchanan’s methodology of process and design practice share significant similarities, particularly in their emphasis on structured processes, stakeholder involvement and adaptability to complex environments. Both approaches recognise the importance of a phased implementation strategy, as seen in Harvard’s project management theory, which uses the phases of planning, development, execution and closure to optimise project outcomes (Ebm et al., 2024). Similarly, Buchanan’s methodology is likely to include iterative phases that allow for continuous refinement and adaptation, similar to the concepts of intervention design concepts used in collaborative adaptive management, which emphasise the need for practical interventions tailored to specific socio-political contexts (Beratan, 2020). Both methodologies also emphasise the importance of stakeholder engagement and institutional policy alignment, which are critical to achieving sustainable success in complex projects (Ebm et al., 2024). However, it is important to recognise the nuances that differentiate these methodologies. While Buchanan’s methodology remains more grounded in design thinking, the project management methodologies maintain a more pragmatic focus on deliverable outcomes. This subtle distinction does not diminish their similarities, but rather highlights the richness of their complementary approaches to tackling complex problems Figure 4.

Table 1 below describes each of the activities and objectives carried out in the initial stage (Stage 0—Vision and Strategy) for the design of the workshop based on the HUMETAV model.

In this stage, we identified and selected the initial problems, functions, and characteristics of the HUMETAV–CS workshop. Further research was undertaken to develop the call brief, including a review of the highlights of the previous HUMETAV—TD workshop. Table 2 presents the key findings from this stage, describing the characteristic activities of discussion, scenario building, visualisation, and project planning.

In this second stage of the methodology, aimed at invention and judgement, we produced the first proposal of the HUMETAV model applied to the HUMETAV—Citizen Science workshop. The project researchers co-created its structure incrementally and iteratively, through a development based on the design process approach and complementary methodologies. Its feasibility was assessed at each iteration. The formulation of the workshop, which ultimately served to test the model, required proposing the type of technological platform to be developed, the methodologies to be integrated, and the instructional design to guide the participants to achieve the expected outcomes of the workshop. Planning the configuration of the experience for the participants integrated the call for participation, the didactic sequence, the mentoring role, the presentation of the results, and the evaluation process. Table 3 describes the research, brainstorming, and early and frequent visualisation activities according to their objectives.

This stage focused on the piloting of the HUMETAV–CS workshop. Here we explain how the HUMETAV model was applied and tested in the design of the citizen science workshop, based on the 3 months of experience with participants recruited through the call. Topics covered include the launch of the call, the opening the event, the HUMETAV-CS workshop platform, teamwork, outcomes, evaluation and the closing of the event. Table 4 describes characteristic activities, including research, scenario building and refinement, visualisation, and construction.

In summary, the didactic sequence of the implementation of the HUMETAV-CS workshop included several phases. In the first phase, following the open call to invite those interested in participating (students and teachers from the participating institutions), we held a first introductory session to the HUMETAV-CS workshop, in which the objectives and process were explained, as well as the 10 principles of citizen science. Then, in a second phase, we held weekly videoconferences to exchange information on the activities that would enable them to identify and detect socio-environmental problems. For the process of identifying and defining the problems, we used the TD approach. After defining the problems, during the weekly meetings we presented the eight components of the TCSP framework. Each component was accompanied by short activities to outline the project prototypes. The teams then built the prototypes, which were finally presented in a face-to-face format at a final event. Both the content and the didactic activities were displayed on the HUMETAV-CS workshop platform.

In this last stage, the methodology led to the overall presentation, including the prototype of the final product, documentation, and specifications. It was assimilated as a result of the application of the HUMETAV model in the design and experience of the HUMETAV–CS workshop. Table 5 shows the characteristic elements of the model applied to the workshop (a written presentation), the evidence of the model applied (demonstration of the prototype), and the diagram of the model applied to citizen science (visual representation).

Below is a visual representation of the HUMETAV model and its components as described in Table 5 is shown. Each element of the model has been linked to the basic criteria for the design and construction of the HUMETAV-CS workshop.

Each of the levels in the figure (looking at it from bottom to top) represents a key step or approach that guides the construction of the workshop:

Context/needs-driven Wicked Problems: Fundamental part of the model, emphasising the importance of identifying and addressing local problems from a multidimensional perspective.

Transition Design: Incorporated as a key tool to facilitate the transition to sustainable solutions, using specific dashboards to guide the process.

Thematic Frameworks: Provide a conceptual structure for addressing issues in the socio-environmental context. The TCSP framework and the 10 Principles of Citizen Science were considered.

Idea prototyping: This step is intended to foster creativity in a controlled environment, which was made possible with the development of the workshop platform.

Technocreative Social Projects/Entrepreneurship: The model culminates in the generation of initiatives that integrate technological innovation, creativity and social impact. At this stage, 8 research protocols have been submitted and evaluation criteria have been established based on the criteria used in the Thematic Frameworks stage.

The external elements (economic, educational, political, public and natural systems) represent the systemic frameworks that influence and are considered at each stage of the model. This visual representation is intended to highlight the interrelationship between theory and practice in the workshop design.

As part of the Delivery stage, one can also consider the process that allowed the evaluation of the model, which focused on the evaluation of the objectives set with the model. The evaluation criteria to be considered were the following: (1) Evaluate the effectiveness of the HUMETAV model in enhancing participants’ understanding of citizen science. The scope of this criterion was achieved when the participants completed the design of their own citizen science project based on the problems identified and the particular interests of the participants. Criterion (2) Evaluate the impact of the workshop on participants’ ability to design and implement citizen science projects. This was achieved when the researchers reviewed, analysed and evaluated the designed projects based on a rubric aligned with criteria created from the TCSP framework and the 10 principles of citizen science. Finally, condition (3) Gathering feedback on the workshop structure, content, and delivery methods, was evidenced by the feedback sessions held with each of the teams, in addition to the brief interviews conducted with some of the participants at the end of the project to get their point of view.

To ensure transparency and consistency in the final evaluation, all participating teams submitted two documents summarising their projects to a shared digital folder using structured templates: (1) Appendix 1—Threshold for Citizen Science Projects and (2) Appendix 2—10 Principles of Citizen Science. These templates required teams to explicitly describe how their proposals addressed the eight components of the TCSP framework and the 10 principles of the European Citizen Science Association –ECSA, (2023), including references to the corresponding sections of their research protocol documents.

Each project was subsequently evaluated by the research team using a rubric that assessed two key dimensions: (a) the extent to which each of the eight TCSP components was addressed (rated on a scale from 1 [low] to 10 [high]); and (b) the clarity with which each component was articulated (also rated from 1 to 10). Where appropriate, evaluators included brief written justifications to support their ratings. This dual-criteria approach enabled a structured yet nuanced evaluation of both the depth of ideas and the clarity of expression in each project.

To ensure consistency in the evaluation process, each researcher was assigned responsibility for assessing one of the eight TCSP components across all participating teams. The materials used to inform the evaluations included: the team’s full project proposal, their submitted poster, the two corresponding synthesis appendices, the preliminary review provided by the European Citizen Science Academy, and the final project presentation delivered during the closing event.

Based on the process of developing the HUMETAV–CS workshop, which ultimately tested the HUMETAV model, we discuss the findings of the whole trajectory.

This study aimed to evaluate the HUMETAV model through its application in the design of a citizen science workshop aimed at co-creating project proposals by participants and improving young people’s engagement in addressing socio-ecological challenges. This finding echoes prior research indicating that citizen science initiatives can significantly boost scientific literacy, motivation, and a sense of civic responsibility among learners (Lüsse et al., 2022). Through the methodological process adopted, the following findings were obtained: (a) the HUMETAV model can be applied to educational activities for citizen science training; (b) the Design and Practice process methodology is suitable for developing educational training activities; (c) TD and the TCSP framework effectively guide the design of citizen science proposals; (d) feedback engagement transforms participants into key co-creation agents, reflecting citizen science practices; and (e) a student-teacher-mentor inter-group structure can act as a catalyst in the performance of long-term online workshops. These findings highlight the socio-environmental and educational potential of the HUMETAV model, particularly in engaging young people in real-world, multidisciplinary projects. Implications extend to educational programmes that can benefit from prioritising collaborative approaches to problem-solving and empowerment through technocreative practices.

On a practical level, the implications of our proposal suggest that educational programmes should emphasise collaborative projects beyond the traditional classroom. Whilst other educational models that incorporate citizen science—such as project-based learning (PBL)—similarly emphasise student agency, interdisciplinary enquiry and real-world problem-solving, the HUMETAV model offers a distinctive contribution by integrating these elements into a structured socio-ecological and territorial framework. In contrast to the broad thematic focus of general PBL approaches, which frequently remain within the confines of the school, the HUMETAV model explicitly situates learning within the urban territory, fostering place-based engagement and dialogue among stakeholders. This anchoring in a specific territorial context serves to enhance the relevance and impact of learning, by establishing a nexus between students’ scientific inquiry, civic engagement, and environmental justice. Furthermore, HUMETAV integrates digital tools and platforms that facilitate collaborative sense-making. While sharing foundational elements with other models, HUMETAV advances the pedagogical potential of citizen science by deeply integrating ethical reflection, territorial identity and civic innovation, thus cultivating learners who are not only informed and critical of the environment they are living in, but also engaged and socially responsible.

Furthermore, for the research community, our work demonstrates the importance of developing and testing frameworks that facilitate inter-institutional collaboration in participatory approaches such as citizen science. In addition, the introduction of the HUMETAV model, which has been shown to be a promising approach to engaging students in meaningful socio-ecological projects that foster a deep connection with the community and improve their problem-solving skills, has had a significant impact on research. The learning patterns observed in this workshop align with Peltoniemi et al. (2023), who highlight that citizen science contexts offer meaningful and lasting learning opportunities when participants are actively involved in all stages of the process.

Nevertheless, the study has limitations, such as the extent of collaboration and the variability of student involvement. That is to say, during the project implementation of HUMETAV, the level of engagement of the participating students was not continuous, but the defined outcomes were achieved. It is acknowledged that engagement is a pivotal factor in citizen science and experiential learning projects; consequently, new pedagogical and methodological strategies could be developed to sustain and strengthen student engagement throughout the process. One potential strategy is the introduction of dynamic and rotating roles (e.g., coordinator, rapporteur, community liaison, data analyst) that encourage collective responsibility and distribute the workload more equitably. Furthermore, the engagement with relevant actors (e.g., organisations, communities, collectives) related to the issue at an early stage is recommended, with the objective of fostering increased commitment, as these individuals perceive their contributions as having a tangible impact. They highlight the need to explore strategies to increase student participation and engagement. Another limitation of this study is the absence of quantitative data to measure the effectiveness of the HUMETAV model in terms of participant learning outcomes. This limitation affects the objectivity with which the workshop’s pedagogical impact can be measured. Moreover, the long-term impact of these projects on students’ understanding of socio-ecological issues and their development as citizen scientists could be explored. To address this methodological gap, it is recommended to implement a longitudinal monitoring approach that combines extended studies (3–5 years), mixed research methods and the development of specific knowledge transfer indicators. The creation of a digital platform as a virtual monitoring community would provide a dual benefit: On the one hand, it would facilitate the systematic collection of qualitative data over time. On the other hand, it would foster a support network among participants that enhances the multiplier effect of their learning. In this space, a system of evaluation of evolving competencies applied at strategic intervals (post-workshop, 6 months, annual and biennial) would facilitate the documentation of not only the persistence of interest in socioecological issues, but also the more subtle personal and social transformations, such as the application of knowledge in academic and everyday contexts, continued participation in community initiatives, and academic and professional choices linked to sustainability. These strategies would not only assess the long-term effectiveness of the model on student learning, civic engagement, and socio-ecological awareness, but also identify which elements generate more drastic impacts on the environment. Based on this study, future research can improve the effectiveness of citizen science projects developed under the HUMETAV model to address complex socio-ecological problems.