In this policy brief, ISEED proposes an inclusive and participatory approach to decision-making modeled on Citizen Engagement in different forms of science-driven projects.

The conclusions of our research emphasize that the governance of science should embrace a range of interests and contributions coming from alternative styles of scientific research.  

To achieve this, we suggest ways for overcoming a naïve model of neutral and top-down type of expertise and supporting models of decision-making which also includes the contribution of citizens as providers of potentially valuable knowledge.  

In this policy brief, ISEED highlights the significance of Citizen Observatories, conceived as community-based networks that monitor and influence decision-making and policies on environmental, urban, and climate issues by collecting data.

These observatories mark a departure from traditional citizen science, aiming to establish enduring, community-driven scientific efforts and bottom-up science-based initiatives.

We propose viewing the work of Citizen Observatories as a chance to diversify and improve inclusivity within knowledge-driven democratic initiatives across Europe, while simultaneously boosting citizen engagement and scientific literacy.

In this policy brief, ISEED introduces an innovative method for empowering individuals in the management and use of their personal health data: Health Data Cooperatives (HDCs).

We analyse how HDCs can better promote a culture of data awareness and accountability, facilitating inclusivity and the active engagement of patients in their health management.

HDCs hold the potential to build a sense of community and purpose among participants once data responsibility and ways to ensure the continuous support of these community-centric initiatives are in place.

In this policy brief, ISEED proposes tackling low trust in science and lacking science literacy, as both can pose risks to democratic governance and foster populism.

To address this issue, ISEED suggests creating educational hubs in the form of Science Clubs, which are currently active in Uruguay as non-formal learning spaces for school-age children.

These hubs aim to build a scientific culture by involving community members in scientific projects through various research methodologies such as questionnaires and experiments.

Participation in such activities could enhance science literacy, support democratic processes, and foster collaborative discussions among children, youth, and teachers also in Europe.