Catching ‘the bug’: Investigating insects through school‐based citizen science increases intentions for environmental activities in students and teachers

Abstract School‐based citizen science projects facilitate authentic scientific interactions between research and educational institutions while exposing students to scientific processes. Evidence is accruing that citizen science participation and activities can have positive impacts on students' environmental awareness and intentions for pro‐environmental behaviour changes. In addition, teachers benefit by expanding their knowledge and acquiring new skills, although the influence of participation on teaching practice requires investigation. Incorporating insects into school‐based citizen science projects can challenge widespread human misconceptions about insects and their roles in ecosystems, and foster human–insect connections. Given global concerns of rapid insect declines and the overarching biodiversity crisis, insect focussed school‐based citizen science projects can ultimately contribute towards equipping students with knowledge of, and actions to promote, insect conservation. In Australia, approximately 33% of insects are formally described, the remainder exist as ‘dark taxa’ to the detriment of environmental and biodiversity management initiatives. The citizen science project Insect Investigators documented insect biodiversity using Malaise traps operated by 50 regional schools across three Australian states. The project's aims were to increase the number of DNA barcodes of Australian arthropods on public databases while inspiring and educating students about entomology and their local biodiversity. Here we describe outcomes of the project based on student ( n = 118) and teacher ( n = 22) surveys. We explored whether participation in the project influenced (1) students' intention to engage more in 10 pro‐environmental (insect–science–nature) activities and (2) teachers' inclusion of environment‐related topics in their teaching practice. We also explored participants' attitudes to insects, conservation, and engagement and motivation for citizen science. We found that students' values for the insect–science–nature activities were positively associated with their intentions to engage more in pro‐environmental behaviour after participating in the project. As a result of their involvement, students expressed intentions to further engage in insect–science–nature activities, including activities such as ‘acting to‐’ and ‘encouraging others to protect nature’. In addition, teachers reported increased intentions to include insect‐related topics in their teaching, which was positively associated with students' own intentions for pro‐environmental behaviour change—suggesting ‘positive feedback’ between students' engagement and teachers' intentions. Finally, teacher surveys revealed unexpected benefits of collaboration for regional/remote schools including excitement and involvement of the broader school‐community, regional recognition and the sense of contributing to something ‘bigger’.