Young Planetary Defenders Honored at COSPAR as Erasmus+ StAnD Project Ends

Florence, the Renaissance city that once reshaped humanity’s understanding of the heavens, has just witnessed a twenty-first-century echo of that transformation. Four secondary school students from Italy, France and Germany stood before an international audience of roughly 3,000 space scientists, engineers and researchers at the Opening Reception of the 46th COSPAR Scientific Assembly, where they received Certificates of Achievement for their work in space science. The ceremony marked the culmination of the three-year Erasmus+ Students As Planetary Defenders project, known as StAnD, an ambitious European initiative that has placed genuine scientific research into the hands of school students. For the young honorees, the moment represented far more than a certificate; it was formal recognition, on one of the world’s most prestigious space research stages, that their classroom work had crossed into the territory of real science.

The Students As Planetary Defenders project launched in September 2023 with a deceptively simple premise: students should not merely read about astronomy but should practice it. Over three years, the initiative engaged more than 2,000 students and nearly 500 teachers across Europe and beyond in STEM activities centered on comets, asteroids, micrometeorites and planetary defence. Rather than relying on simplified textbook exercises, the project connected participating primary and secondary schools directly to professional research infrastructure, including robotic telescope networks, meteor camera arrays and international asteroid search collaborations. The result was a generation of school students who planned observations, retrieved raw data, performed calculations and contributed to genuine scientific workflows, all while their activities were woven into school curricula and astronomy clubs through a student-centred, project-based approach.

The technical scope of what these students accomplished is remarkable for any age group, let alone for secondary school. Working with robotic telescopes from the Las Cumbres Global Observatory network, students learned to plan astronomical observations, retrieve and analyse the resulting data, and produce their own astronomical images from professional-grade instruments. This is not a simulation; the Las Cumbres network operates research-class telescopes distributed across the globe, and the same pipelines used by professional astronomers to monitor transient events were placed at the students’ disposal. Learning to schedule an observation, account for telescope availability and instrument constraints, and then process the returned frames into scientifically meaningful images gave participants a complete end-to-end experience of observational astronomy.

Meteor research formed another pillar of the project. Using the PRISMA/INAF meteor cameras and their data, students calculated meteor trajectories and mapped meteor paths with the PASCAL software, the PRISMA All-Sky Camera Analysis Laboratory, to identify possible landing areas for the recovery of meteorites. The technique relies on triangulation: when a bright meteor is recorded simultaneously by multiple all-sky cameras at known locations, the geometry of the observed paths allows researchers to reconstruct the object’s atmospheric trajectory and, crucially, to narrow down where any surviving fragments might have landed. Students mastered this workflow themselves, transforming raw camera records into candidate fall zones. It is the same methodology that professional networks use to recover freshly fallen meteorites, and it demands genuine competence in geometry, data analysis and error estimation.

The project’s asteroid search component produced tangible discoveries. In collaboration with the International Astronomical Search Collaboration, students analysed astronomical images to search for asteroids, and their efforts resulted in 72 preliminary asteroid discoveries. In this program, participants examine sequences of telescope images taken minutes apart, looking for the faint, slowly moving points of light that betray a previously uncharted object against the fixed background of stars. Each preliminary discovery must pass through confirmation pipelines before an object receives official designation, but the initial detection, the moment a student first spots an unknown worldlet drifting through the solar system, is real science performed by real observers. Seventy-two such detections from school-based teams represents a substantial contribution to the ongoing census of near-Earth and main-belt asteroids.

On the smallest scales, students collected and analysed micrometeorites through hands-on outdoor and laboratory activities. These cosmic dust particles, typically fractions of a millimetre across, rain down continuously onto Earth’s surface and can be extracted from suitable collection sites such as rooftops and gutters, then examined under microscopes and classified by their characteristic features. The work teaches magnetism, microscopy, classification and the physics of atmospheric entry in a single, tangible exercise. One student, Martina Maze, described simulating the collection of a meteorite with her science teacher Giulio Colombo and discovering how much invisible labor the process entails. Before actually doing it, she said, she did not realize all the work that went into it; once done, she realized that behind the search for a stone lies a whole commitment, since one has to recognize the stone and the meteorite itself, among many other things.

The recognition in Florence carried weight precisely because of where it occurred. The COSPAR Scientific Assembly, organized by the International Science Council’s Committee on Space Research, is the world’s premier space research conference, a biennial gathering where thousands of researchers present results across fields ranging from Earth observation and planetary protection to astrophysics and space life sciences. Presenting student achievements at the Opening Reception of such a meeting, and then sharing the StAnD experience with educators from around the world during the sessions of the COSPAR Panel on Education the following day, signaled that the scientific community regards this model of school-based research as genuinely significant. The students’ work also included the creation of a 2027 calendar featuring astronomical images produced through StAnD activities, a small artifact that encapsulates the project’s blend of rigor and accessibility.

Teachers were central to the project’s design, and StAnD invested heavily in building lasting capacity in schools. Educators were supported through a purpose-built Teacher’s Manual, an online MOOC and two summer schools, resources intended to equip them to deliver STEM topics through inclusive and interdisciplinary approaches long after the project’s formal conclusion. Tabea Mann, an accompanying teacher from Germany, highlighted how the project’s many components interlock: students can observe meteorites or asteroids with the robotic telescopes, then calculate through triangulation where they fall, and then search that area to see whether meteorites can actually be found. Giulio Colombo, Martina’s teacher, said the project gave him the opportunity to put knowledge acquired through the PRISMA project into practice at school, adding that he hopes some seeds have been planted and that meteorite researchers may emerge in the future thanks to this work.

Leaders of the space research community framed the students’ achievements in generational terms. Dr. Jean-Claude Worms, Executive Director of COSPAR, said that StAnD has shown that when students are given real scientific tools and mentorship, they become not just learners but contributors to the global space science endeavour. Rosa Doran, Chair of the COSPAR Panel on Education and President of NUCLIO, a partner in the project, said the students celebrated in Florence represent the future of space science, having demonstrated remarkable curiosity, dedication and scientific ability throughout the project. She expressed the hope that this recognition marks the beginning of their scientific journeys, and that one day the assembly might welcome them back, not as students but as researchers presenting discoveries of their own.

Behind the celebration stands a broad European partnership. StAnD was led by the Istituto Nazionale di Astrofisica in Italy, with INAF’s Osservatorio Astrofisico di Torino serving as leading partner, and brought together organizations working in astronomy, education and science outreach from Italy, France, Portugal, Greece and Germany: COSPAR, NUCLIO, Ellinogermaniki Agogi and FTP-Europlanet. Over three years the collaboration developed educational resources, teacher-training materials and practical activities designed to remain available to schools beyond the project’s lifetime, funded under Erasmus+, the European Union’s education, training, youth and sport program. As the project formally concludes, its legacy rests on a simple but powerful demonstration: space science is not merely something to read about. For more than 2,000 young people and their teachers, it became something they could actively do, and 72 preliminary asteroid discoveries, along with a cohort of students now visible on the world stage, stand as evidence that the approach works.

Subject of Research: Student participation in planetary defence research through the Erasmus+ StAnD education project

Article Title: Europe's young planetary defenders recognized on world stage as Erasmus+ StAnD Project concludes

Article References: Europe's young planetary defenders recognized on world stage as Erasmus+ StAnD Project concludes. (n.d.). Original publication

Image Credits: AI Generated

DOI: Not provided

Keywords: planetary defence, StAnD project, Erasmus+, COSPAR, asteroid discovery, meteorites, micrometeorites, STEM education, robotic telescopes, PRISMA, INAF, space science education