The 2025 edition of the "Antarctic Education Workshops" was executed by the Outreach Unit of the Faculty of Sciences. This initiative featured the participation of members from APECS Uruguay and students from the University of the Republic. These workshops aim to build a bridge between high-level scientific research and the school community, reaffirming Uruguay's commitment as a consultative member of the Antarctic Treaty.
Education and scientific outreach are fundamental pillars for ensuring the long-term protection of polar regions. In this context, the team led by Dr Odile Volonterio, alongside Dr Rodrigo Ponce de León (Faculty of Sciences, University of the Republic – UdelaR), is implementing a comprehensive strategy to meaningfully incorporate Antarctic education into primary schooling.
In this edition, the programme placed a special emphasis on the decentralisation of knowledge by bringing the science of the "White Continent" to the classrooms of Escuela Argentina and Escuela Japón in Montevideo. Through playful, sensory, and pedagogical activities, boys and girls had the opportunity to discover why such a distant territory is, in fact, vital to their daily lives.
A Framework for Training and Sensitisation:
The primary objective is not merely to transmit factual data about the cold or penguins, but to support the scientific component of the new national educational plan. This involves sensitising children to the importance of the Antarctic region from a global and strategic perspective.
For Uruguay, Antarctica is more than an expedition destination; it is a natural laboratory for studying the effects of climate change, marine biodiversity, and international cooperation. The 2025 workshops were designed so that students could understand these complex concepts through experimentation and direct dialogue with researchers who have worked on the ground.
Activity Schedule: A Journey of 15 Workshops
The 2025 programme was structured into 15 weekly sessions, allowing for a deep thematic progression:
• August: Introduction and Geography. The cycle began on 20 August with a reconnaissance phase to learn about the children's interests and encourage active listening. Geography and access to the continent were addressed on 27 August, working with maps, scales, and the concept of geographical isolation.
• September: Climate and Life. On 3 September, the role of Antarctica in the global climate system and the water cycle was analysed. Subsequently, biodiversity was introduced on 10 September. A full session on 17 September was dedicated to penguins, exploring their life cycles and behaviour to foster empathy with other species. The final week of September (24 September) focused on biological adaptations for diving and anti-freezing mechanisms.
• October: Ecosystems and History. In October, sessions deepened the study of terrestrial organism adaptations on 1 October and trophic webs on 8 October, highlighting the vital role of krill. Sessions on 15 and 22 October covered the history of exploration, Uruguay's presence on the continent, and the challenges of sustainable human cohabitation. The month concluded on 29 October by focusing on international cooperation and scientific vocations.
• November: Future and Closing. On 5 November, the causes and consequences of climate change and environmental responsibility were discussed. The following weeks (12 and 19 November) were reserved for guided research and autonomous learning. Finally, on 26 November, a closing activity was held featuring a showcase of the work produced for the entire school community and families.
Methodology: "Learning by Doing" and Inclusion
The approach coordinated by Dr Odile Volonterio was based on inquiry-based learning. In this edition, technological and pedagogical innovations were incorporated to ensure equitable reach:
• Use of Technologies: Digital forms were designed so that students could complete records and evaluations using their "ceibalitas" (Plan Ceibal laptops), thereby integrating digital literacy with polar science.
• Inclusion and Adaptation: Materials were specifically adapted to meet the diversity of the classroom. For children who do not yet read or write, the use of images was prioritised. For students with Autism Spectrum Disorder (ASD/TEA), an environment free from loud or strident sounds was guaranteed to ensure their full participation.
• Documentation: Work was documented through photographs, subject to prior consent , to record the pedagogical process and the children's findings.
Impact and Final Reflections
The conclusion of the 2025 workshops yielded a highly positive balance. Teachers at both Escuela Argentina and Escuela Japón highlighted how these activities complement the school curriculum, providing a practical and exciting dimension to geography and natural science topics that can sometimes seem abstract.
From Uruguay, we intend for this to represent a pedagogical model for polar outreach in Latin America. Antarctic education is not just about the past or present of science; it is an investment in the future custodians of the planet. Participating children are now part of this community, which holds the responsibility and privilege of caring for one of the Earth's last pristine corners.
Conclusion and Future Actions.
At APECS, we reaffirm our commitment to continue supporting these workshops, convinced that knowledge is the first step towards conservation. Antarctica teaches us that curiosity has no limits and that cooperation is our best tool. Today, thanks to these workshops, that seed has been planted in the classrooms of Uruguay.
For more information on the activities of the Espacio Antártico and how to collaborate with APECS Uruguay, please visit: https://grupos.csic.edu.uy/espacioantarticoudelar/
