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Citizen science can facilitate in‐depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school‐based citizen science project Phenology of the North Calotte. Its primary goal is to introduce pupils (age 12–15; grades 7–10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project‐based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open‐source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school‐based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long‐term retention of pupils/schools in the program. Project‐based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers. [ABSTRACT FROM AUTHOR]

Stand age distribution is an important descriptor of boreal forest structure, which is directly linked to many ecosystem processes including the carbon cycle, the land-atmosphere interaction and ecosystem services, among others. Almost half of the global boreal biome is located in Russia. The vast extent, remote location, and limited accessibility of Russian boreal forests make remote sensing the only feasible approach to characterize these forests to their full extent. A wide variety of satellite observations are currently available to monitor forest change and infer its structure; however, the period of observations is mostly limited to the 2000s era. Reconstruction of wall-to-wall maps of stand age distribution requires merging longer-term site observations of forest cover change available at the Landsat scale at a subset of locations in Russia with the wall-to-wall coverage available from coarse resolution satellites since 2000. This paper presents a dataset consisting of a suite of multi-year forest disturbance samples and samples of undisturbed forests across Russia derived from Landsat Thematic Mapper and Enhanced Thematic Mapper Plus images from 1985 to 2000. These samples provide crucial information regarding disturbance history in selected regions across the Russian boreal forest and are designed to serve as a training and/or validation dataset for coarse resolution data products. The overall accuracy and Kappa coefficient for the entire sample collection was found to be 83.98% and 0.83%, respectively. It is hoped that the presented dataset will benefit subsequent studies on a variety of aspects of the Russian boreal forest, especially in relation to the carbon budget and climate. [ABSTRACT FROM AUTHOR]