Editorial on the Research Topic Citizen Science for Future GenerationsSchooling is a concept that is as ancient as human history. Initially, offspring learnt to survive and subsist from their parents and immediate families/tribe. Later in history, with the evolvement of agricultural societies, they learnt trades. Eventually, with the industrial revolution in the mid-19th century that required concentrated man-power and children's rights evolved (cf. Dickens, 1838), the concept of central schooling was invented. However, while the education within family groups remains similar between generations, the schooling system attempted to evolve into a modernized version that attempted to keep up with technological development and increasing, cumulative knowledge of the human society. The concept behind it being that the children should be able to meet the needs and expectations of the future when they become adults (Targamadze, 2019). This attempt to keep up with modernization over the past three centuries has resulted in varying results, especially in countries with poor economies or depressed by other communities (e.g., colonialism, economic exploitation; Woolford, 2013). In recent decades, environmental awareness has led to changes in the curriculum taught in schools and is evolving with different methodologies. One of the most recent of these methods that has developed is Citizen Science (cf. Strasser et al., 2019). Strasser et al. (2019) made the distinction between "amateur naturalists" of the past two centuries where people of different professions, for whom their scientific occupation was a "hobby, " was mostly unpaid, and hence before the mid-19th century was mostly conducted by "citizen science" (see also Haklay, 2013). Since the introduction of modern Citizen Science techniques, there are several descriptions which show how it has also diversified almost instantaneously ranging from "science that serves the citizens" (Irwin, 1995) to "science performed by the citizens", i.e., science performed for the people, by the people (Strasser et al., 2019). However, today it is mainly conceptualized as allowing citizens to contribute to ongoing scientific research, whether with (eBird, 2002) or without their knowledge by taking advantage of a range of public-media platforms (Mikula, 2015;Dylewski et al., 2017). Bonney et al. (2016) presented a typology of how Citizen Science projects could be characterized: (1) contributory projects wherein scientists design the experiment and citizens contribute data (e.g., North America Christmas Bird Count);(2) collaborative projects wherein the public can also voice opinions and contribute to project design, help analyze the data, and even disseminate the findings; or (3) co-created projects wherein public participants are involved in the whole process of developing and implementing the scientific process.A wide range of projects have developed over time wherein innovative scientists have successfully incorporated citizens into their data-collection process. An example of a globall...