Lichens are sensitive bioindicators for environmental disturbances and air pollution [1]. This research investigates the synergy between digital tools and the Parco del Pineto naturalistic site in Rome [2], grounded in Maria Montessori’s pedagogy and inclusive, student-centred outdoor education [3]. The study involved 43 third- and fourth-year students from High School L.A. Seneca in Rome. The methodology followed a multi-phase scientific approach: field observation, photographic documentation, and specimen collection. Students utilised Pl@ntNet, an AI-based identification tool [4], alongside expert guidance to foster Citizen Science [5]. Google Earth served as the primary mapping base for recording positions via .kml files, enabling the management of three-dimensional geospatial data. Using open-source GIS software, students plotted coordinates and associated each location with specific data sheets and original photographs for laboratory-based species classification. Educational outcomes were documented through group dynamics observations and a qualitative survey evaluating the efficacy of merging outdoor education with technological resources. The primary outcome was a comprehensive GIS-based mapping system documenting the territory’s ecological recovery following the 2022 fire, particularly within wetland areas. Beyond scientific findings, the results indicate that students significantly strengthened their teamwork and rigorous scientific working methods. This project bridges the gap between scientific theory and environmental protection, providing a scalable model for urban heritage management and illustrating that technology is a vital ally in cultivating a deeper respect for our planet.
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I find your work very interesting. We have also been working on urban lichens and monitoring with students (for example, here). The difficulty we encountered was mainly in identifying different species in order to photograph them (once photographed, they could then be re-identified by specialists and quantified to some extent). How have you dealt with this problem?
Best wishes,
Antonio Torralba.
Thank you for your message and for your interest in our work. It is great to connect with fellow researchers working on urban lichen monitoring with students!
To ensure the project's success from the very beginning, the students' work was facilitated by a prior assessment conducted by an expert lichenologist during a previous school project. Then, we encouraged the use of platforms or apps to compare the identifications and verify the limitations of these tools.
The built-in image recognition software gives students an immediate, tentative identification in the field, which keeps them engaged. The students' role was primarily to act as "sensors"—capturing high-quality, close-up photos and logging the location. review
In some phases, we bypassed species-level identification in the field altogether, asking students to classify lichens simply by growth form (Crustose, Foliose, Fruticose), which is much easier to teach quickly and still provides valuable data on air quality. Subsequently, the students were instructed on how to make a complete classification based on the preliminary archive already available.
I look forward to keeping in touch and perhaps exchanging more ideas on this in the future.
Warm regards,
Dora Stella Lombardi and team
