Format: ORAL

Mario Mairal,Juan Manuel Rubiales,Guillermo Santos,Santiago Martn-Bravo,Sonia Molino,ngela Aguado-Lara,David Snchez Pescador,Elena Carri Gonzlez, Estrella Alfaro-Saiz,Joana Cursach,Joshua Borrs,Luca DeSoto,Mario Fernndez-Mazuecos,Miquel Cap,Neus Nualart, Rafael Medina, Sara Martn. Teresa Garnatje, Ignacio Ramos-Gutirrez,Pedro Jimnez-Mejas,Jos Ignacio Mrquez-Corro,Sergio Chozas.

Mario Mairal, Universidad Complutense de Madrid, Madrid (Spain) Juan Manuel Rubiales, Universidad Politécnica de Madrid, Madrid (Spain) Guillermo Santos, Universidad Complutense de Madrid, Madrid (Spain) Santiago Martín-Bravo, Universidad Pablo de Olavide, Sevilla (Spain) Sonia Molino, Universidad Europea de Madrid, Madrid (Spain) Ángela Aguado-Lara, Universidad Complutense de Madrid, Madrid (Spain) David Sánchez Pescador, Universidad Complutense de Madrid, Madrid (Spain) Elena Carrió González, Universidad Politécnica de Madrid (Spain) Estrella Alfaro-Saiz, Universidad de León, León (Spain) Joana Cursach, Universitat de les Illes Balears, Palma (Spain) Joshua Borràs, Universitat de les Illes Balears, Palma (Spain) Lucía DeSoto, Universidad Complutense de Madrid, Madrid (Spain) Mario Fernández-Mazuecos, Universidad Autónoma de Madrid, Madrid (Spain) Miquel Capó, Universidad Politécnica de Madrid, Madrid (Spain) Neus Nualart, Institut Botànic de Barcelona (IBB, CSIC-Ajuntament de Barcelona), Barcelona (Spain) Rafael Medina, Universidad Complutense de Madrid, Madrid (Spain) Sara Martín-Hernanz, Universidad Complutense de Madrid, Madrid (Spain) Teresa Garnatje, Institut Botànic de Barcelona (IBB, CSIC-Ajuntament de Barcelona), Barcelona (Spain) Ignacio Ramos-Gutiérrez, Universidad Autónoma de Madrid, Madrid (Spain) Pedro Jiménez-Mejías, Universidad Pablo de Olavide, Sevilla (Spain) José Ignacio Márquez-Corro, Royal Botanic Gardens, Kew, Richmond (United Kingdom) Sergio Chozas, Faculdade de Ciências, Universidade de Lisboa (Portugal)

In a society increasingly affected by plant blindness, the need for botanical literacy is undeniable and urgent . In this context, we will explore the transformative potential of citizen participation as a dynamic teaching tool in botany courses. The latest advancements in citizen science platforms provide now the opportunity to integrate classical botanical guides and taxonomic keys with the judicious use of cutting-edge technologies notably artificial intelligence. These tools can be used to strengthen innate heuristic processes, such as the recognition of the General Impression of shape and size (GISS), sharpening participants analytical observational skills. Simultaneously, these platforms foster a culture of collaborative learning, stimulating active engagement, promoting greater student participation, and facilitating the exchange of knowledge. In this way, this approach not only serves as an invaluable tool for biodiversity study but also immerses participants in a dynamic learning experience, enabling continuous growth and reinforcing the learning process. To illustrate the use of citizen participation as an educational instrument, several examples will be showcased, ranging from local projects in a university campus, spanning an entire botany course, to a national-scale flora bioblitz. Through the implementation of this educational method, people will develop a stronger interest in botany and students may even consider careers in the field due to their deeper connection and appreciation of plant diversity. Ultimately, this method accelerates the learning curve, propelling botanical education into a new era of plant knowledge accessibility and enthusiasm, that will contribute to the acceleration of taxonomy and the prevention of biodiversity loss.