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| 28 Jul 2026 | |
| Written by Giuseppe Fiamingo | |
| 2026 Global Schools Prize - Finalists |
When school becomes a research laboratory
In today's education landscape, characterized by the increasing integration of digital technologies, developing computational thinking, computer skills, and the ability to analyze complex systems represents one of the most important challenges facing schools.
From this belief was born the Vertical CanSatAIr project, carried out with the third-year students of the “P. Galluppi” Scientific High School in Tropea in the 2025/2026 school year as part of the CanSat mission promoted by the European Space Agency (ESA) .
The project's goal was ambitious: to design a mini-satellite capable of studying air quality in the lower troposphere , collecting environmental data and building a mathematical indicator capable of describing respiratory risk.
But the real educational challenge was another: demonstrating to students that scientific knowledge is not just theory, but a concrete tool for understanding and addressing real problems facing our planet.
The role of the teacher as a mentor: bringing research into the classroom
My role in this project was not to simply propose a pre-structured laboratory, but to accompany the students as a mentor on an authentic research journey.
The Vertical CanSatAIr experimental apparatus was designed and built by the coordinating professor, integrating electronics, sensors, data acquisition systems, wireless communication, and computational analysis.
The students thus had the opportunity to work directly on a complex system, similar to those used in research laboratories, experimenting with skills that are rarely found in typical high school curricula.
My task was to create the conditions for students to come into contact with the complexity of scientific research: not simply to receive a solution, but to learn how to construct it.
Research, in fact, arises from mistakes, from attempts, from the ability to tackle new problems and from collaboration between people with different skills.
A challenge born from the need to understand our environment
Monitoring air quality in the lower troposphere represents one of the most urgent challenges today for the protection of public health and global environmental sustainability, as also highlighted by the World Health Organization guidelines.
I proposed this project to the students because I believe that schools should prepare them for the challenges of the future.
Technology shouldn't just be used passively: kids need to learn to understand it, modify it, and create new solutions.
Through Vertical CanSatAIr, students brought together physics, mathematics, computer science, electronics, and environmental science, understanding how different disciplines can work together to address a single, complex problem.
Building an intelligent atmospheric monitoring system
The project led to the creation of a mobile wireless environmental monitoring station integrated within a CanSat mini-satellite.
The system uses sensors:
The mobile acquisition unit collects environmental data and transmits it in real time via LoRa (Long Range) technology to the ground station.
The receiving station, based on Raspberry Pi , acquires data packets, stores them and processes them using algorithms developed by the students.
The data is then analyzed using Python programming, transforming into graphs and time profiles useful for studying the trend of pollutants.
Data, mathematics, and artificial intelligence: building a risk index
One of the most innovative aspects of the project was the development of the ICRR (Composite Index of Respiratory Risk) .
The index was born from the idea of transforming numerous environmental data into a single, easily interpretable parameter.
Different weights have been assigned to the main risk factors:
The detected values are normalized with respect to the thresholds indicated by the WHO and subsequently aggregated through a mathematical model.
The result is represented through an intuitive system: an LED matrix of the SenseHAT module works like an ambient traffic light.
The green color indicates favorable conditions, while the shift towards red signals an increase in risk.
Artificial intelligence is used to support data processing, algorithm optimization, and the analysis of large amounts of information, showing students how new technologies can become tools for research.
From Calabria to Turin: the experimental verification
On May 30, 2026, the project reached a milestone with the experimental verification at the Infini.to Planetarium in Turin .
Using a drone, the experimental apparatus was raised to an altitude of approximately 120 metres , creating a vertical profile of air pollution in the lower troposphere.
During the mission, data was transmitted in real time to the ground station.
Initially, the system detected normal environmental conditions. Subsequently, to test the instrument's sensitivity, the experts introduced a controlled source of smoke.
The system's response was immediate: the ICRR index highlighted the increased risk and the environmental traffic light turned red.
The students were able to observe an extraordinary result: a device built through their work was actually capable of perceiving a change in the environment and transforming it into scientific information.
Difficulties as part of the scientific method
One of the most formative aspects of the project was dealing with the unexpected.
Before connecting the CanSat to the drone, during the safety check, experts highlighted a possible battery issue.
The students had to disassemble the system, replace the battery, redo some connections, and resolder the wires.
It was subsequently verified that the original battery, being lithium-ion, was perfectly compatible.
This experience taught the students one of the fundamental rules of research: every component must be verified and every problem can become an opportunity for growth.
Student Growth: From Theory to Competence
During the project, students acquired skills that are difficult to achieve through traditional teaching.
They learned to:
But above all, they developed a fundamental skill: the ability to not give up when faced with a problem.
A broken code, a faulty connection, or a non-communicating sensor were no longer perceived as failures, but as natural steps in the research process.
From the sky to the atmosphere: a research journey with students
Vertical CanSatAIr represents the continuation of a path begun with the MoCRiL (Measurements of Cosmic Rays in Lake) project.
With MoCRiL, the students had studied cosmic particles through detectors immersed in lakes and subsequently by carrying out measurements at high altitude in the Sila mountains.
First they learned to look at the sky , studying particles coming from space.
Now they learn to look at our atmosphere , to understand it and protect it.
The common thread is always research: observing, measuring, analyzing, and transforming data into knowledge.
A school in Calabria that looks to the world
The Vertical CanSatAIr project demonstrates that innovation is not limited to large technology centers.
Even a school in Calabria can carry out advanced scientific experiences, collaborate with organizations such as ESA, ASI and ESERO and present its results in national scientific contexts such as ITADINFO 2026 , with subsequent publication in the conference proceedings.
My goal as a teacher is to show students that where you start doesn't define the limit of what you can achieve.
Schools must provide young people with tools, confidence, and opportunities.
Because when a student understands that they can build something new, they are not simply learning a subject: they are beginning to imagine the future.
